The Effect of the Teaching Practice
on Pre-service Elementary
Teachers’ Science Teaching
Efficacy and Classroom
Management Beliefs

Hülya Yılmaz; Pınar Huyugüzel Çavaş

doi:10.12973/ejmste/75305

The Effect of the Teaching Practice on Pre-service Elementary Teachers’ Science Teaching Efficacy and Classroom Management Beliefs

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Hülya Yılmaz ¹, Pınar Huyugüzel Çavaş ¹ ^*

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¹ Ege Üniversitesi, İzmir, TURKEY^* Corresponding Author

Abstract

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.

Keywords

pre-service elementary teachers
science teaching efficacy beliefs and classroom management beliefs

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This is an open access article distributed under the Creative Commons Attribution License which permits unrestricted use, distribution, and reproduction in any medium, provided the original work is properly cited.

Article Type: Research Article

EURASIA J Math Sci Tech Ed, 2008, Volume 4, Issue 1, 45-54

https://doi.org/10.12973/ejmste/75305

Publication date: 22 Jan 2008

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Article Downloads: 1822

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How to cite this article

APA

Yılmaz, H., & Çavaş, P. H. (2008). The Effect of the Teaching Practice on Pre-service Elementary Teachers’ Science Teaching Efficacy and Classroom Management Beliefs. Eurasia Journal of Mathematics, Science and Technology Education, 4(1), 45-54. https://doi.org/10.12973/ejmste/75305

Vancouver

Yılmaz H, Çavaş PH. The Effect of the Teaching Practice on Pre-service Elementary Teachers’ Science Teaching Efficacy and Classroom Management Beliefs. EURASIA J Math Sci Tech Ed. 2008;4(1):45-54. https://doi.org/10.12973/ejmste/75305

AMA

Yılmaz H, Çavaş PH. The Effect of the Teaching Practice on Pre-service Elementary Teachers’ Science Teaching Efficacy and Classroom Management Beliefs. EURASIA J Math Sci Tech Ed. 2008;4(1), 45-54. https://doi.org/10.12973/ejmste/75305

Chicago

Yılmaz, Hülya, and Pınar Huyugüzel Çavaş. "The Effect of the Teaching Practice on Pre-service Elementary Teachers’ Science Teaching Efficacy and Classroom Management Beliefs". Eurasia Journal of Mathematics, Science and Technology Education 2008 4 no. 1 (2008): 45-54. https://doi.org/10.12973/ejmste/75305

Harvard

Yılmaz, H., and Çavaş, P. H. (2008). The Effect of the Teaching Practice on Pre-service Elementary Teachers’ Science Teaching Efficacy and Classroom Management Beliefs. Eurasia Journal of Mathematics, Science and Technology Education, 4(1), pp. 45-54. https://doi.org/10.12973/ejmste/75305

MLA

Yılmaz, Hülya et al. "The Effect of the Teaching Practice on Pre-service Elementary Teachers’ Science Teaching Efficacy and Classroom Management Beliefs". Eurasia Journal of Mathematics, Science and Technology Education, vol. 4, no. 1, 2008, pp. 45-54. https://doi.org/10.12973/ejmste/75305