TEACHER CANDIDATES CONCEPTIONS ABOUT TEACHING AND LEARNING AND THEIR SCIENCE TEACHING SELFEFFICACY BELIEFS

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The aim of the study is to examine the relationship between the conceptions about teaching- learning and science teaching self- efficacy beliefs of teacher candidates. The participants of the study consist of 3rd and 4th-grade teacher candidates educating in the Department of Primary School and Science Education in the Faculty of Education at Abant Izzet Baysal University in the spring semester of the 2013-2014 academic year. 326 of the participants are girls, and 97 of the participants are boys. The Elementary Teacher’s Science Teaching Self- Efficacy Beliefs Instrument and the Teaching and Learning Conceptions Questionnaire were used as data collection tools. The former was developed by Riggs and Enochs (1990) and adapted into Turkish by Hazir Bikmaz (2002) whereas the latter was developed by Chan and Elliott (2004) and adapted into Turkish by Aypay (2011). The relational survey method was used in the study. According to the results, it was found that that there was a statistically significant difference between the teacher candidates’ scores of the traditional conceptions about teaching-learning according to gender; constructivist conceptions about teaching-learning and science teaching efficacy beliefs according to the department. Moreover, it was found that there was a significant and negative relationship between the scores of traditional conceptions about teaching-learning and science teaching efficacy beliefs; the significant and positive relationship between the scores of constructivist conceptions about teaching-learning and science teaching efficacy beliefs,

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Conceptions about teaching and learning , science teaching , self , efficacy belief

Abant İzzet Baysal Üniversitesi Eğitim Fakültesi Dergisi

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Abant İzzet Baysal Üniversitesi Eğitim Fakültesi Dergisi