The Effect of the Teaching Practice on Pre-service Elementary Teachers’ Science Teaching Efficacy and Classroom Management Beliefs
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Ege Üniversitesi, İzmir, TURKEY
Publish date: 2008-01-22
EURASIA J. Math., Sci Tech. Ed 2008;4(1):45–54
The purpose of this study was to investigate the effect of the teaching practice on preservice elementary teachers’ science teaching efficacy and classroom management beliefs. The subjects were 185 pre-service elementary teachers from two different universities in Izmir. In this study, Science Teaching Efficacy Belief Instrument (STEBI-B) and the Attitudes and Beliefs on Classroom Control (ABCC) instruments were utilized to collect data. Results of the study indicated that almost all pre-service elementary teachers had high self-efficacy beliefs regarding science teaching. In addition, teaching experience did not affect pre-service elementary teachers’ science teaching efficacy beliefs. However, preservice elementary teachers’ classroom management beliefs tended to change with the teaching practice. While pre-service teachers’ beliefs related to instructional management decrease with teaching practice, their People Management beliefs increase with teaching practice.