Preservice Teachers’ Perceived Self-Efficacy in Selection of Teaching Methods and Techniques

Hülya Hamurcu 1 * , Tuncay Canbulat 1

PEDAGOGICAL RES, Volume 4, Issue 3, Article No: em0036.

https://doi.org/10.29333/pr/5837

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Abstract

The aim of this research is to identify perceived efficacy of a group of preservice teachers regarding selection of teaching methods and techniques. It seems important for preservice teachers to benefit from teaching methods and techniques in terms of learning processes in different subjects as they practice their profession. As this is a descriptive study, the survey model was used. Data were collected with Preservice Teachers’ Perceived Self-Efficacy in Selection of Teaching Methods and Techniques Scale, developed by Durdukoca et al. (2017). The study sample comprised of 321 fourth-year students in departments of Primary Teacher Education, Turkish Teacher Education, Social Sciences Teacher Education and Preschool Teacher Education in Buca Faculty of Education at Dokuz Eylül University during Spring Semester of the academic year of 2017-2018. Obtained data were analyzed with SPSS 22, ANOVA and t-test. Data analysis showed that the preservice teachers had high perceived self-efficacy in selection of teaching methods and techniques and that there was a significant difference between the participants from different departments.

Keywords

preservice teachers, perceived efficacy regarding selection of teaching methods and techniques, teaching methods and techniques

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Citation

Hamurcu, H., & Canbulat, T. (2019). Preservice Teachers’ Perceived Self-Efficacy in Selection of Teaching Methods and Techniques. Pedagogical Research, 4(3), em0036. https://doi.org/10.29333/pr/5837

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