The Role of Self-Efficacy Beliefs in Preschool Teacher Candidates’ Attitudes Towards Out-of-School Learning Activities

Elif Süreyya Kanyılmaz Canlı

Makale detayları

The Role of Self-Efficacy Beliefs in Preschool Teacher Candidates’ Attitudes Towards Out-of-School Learning Activities

Yazarlar:

Elif Süreyya Kanyılmaz Canlı

Yayıncı:

Gazi University

Ana Başlıklar:

Okul Öncesi Eğitim

Dergi:

Türk Eğitim Bilimleri Dergisi Vol.22 Issue 3, pp.1877-1896

Belge Tipi:

Makale

Yayın Tarihi:

12/2024

Belge Dili:

Türkçe

Document ID (Org No.):

2001331319

pISSN:

2459-1912

Anahtar kelimeler:

Özet:

 This study examined the prediction of pre-service pre-school teachers attitudes towards out-of-school learning activities by their self-efficacy beliefs and sub-dimensions towards out-of-school learning activities. The participants of the study consisted of 315 pre-service teachers who were studying in the 1st, 2nd, 3rd and 4th grades of a public universitys pre-school teaching undergraduate program in the 2023-2024 academic year. In addition to the demographic information form, the data of the study were collected in printed form with the Teacher Attitude Scale Towards Out-of-School Learning Activities and Teacher Self-Efficacy Beliefs Scale Towards Out-of-School Learning OSL Activities developed by Göloğlu-Demir and Çetin 2021a and analysed with statistical analysis methods. As a result of the analysis, it was found that the attitude towards out-of-school learning activities was predicted by the belief in out-of-school learning activities and the sub-dimensions of self-efficacy, namely Preparation Efficacy, Application and Evaluation Efficacy and Supporting Learning Efficacy, but not by Knowledge and Experience Self-efficacy. It is thought that the reason for the last factor to give such a result is due to the inadequacy of the teacher candidates regarding experience. Considering all the findings of the study, it is recommended that a theoretical and practical course on out-of-school learning environments and activities be added to the pre-school education programs of teacher candidates and that practical experiences on the subject be increased. This study can be repeated with teachers who have knowledge and experience in the field and with teacher candidates who take courses on out-of-school learning activities.

 This study examined the prediction of pre-service pre-school teachers attitudes towards out-of-school learning activities by their self-efficacy beliefs and sub-dimensions towards out-of-school learning activities. The participants of the study consisted of 315 pre-service teachers who were studying in the 1st, 2nd, 3rd and 4th grades of a public universitys pre-school teaching undergraduate program in the 2023-2024 academic year. In addition to the demographic information form, the data of the study were collected in printed form with the Teacher Attitude Scale Towards Out-of-School Learning Activities and Teacher Self-Efficacy Beliefs Scale Towards Out-of-School Learning OSL Activities developed by Göloğlu-Demir and Çetin 2021a and analysed with statistical analysis methods. As a result of the analysis, it was found that the attitude towards out-of-school learning activities was predicted by the belief in out-of-school learning activities and the sub-dimensions of self-efficacy, namely Preparation Efficacy, Application and Evaluation Efficacy and Supporting Learning Efficacy, but not by Knowledge and Experience Self-efficacy. It is thought that the reason for the last factor to give such a result is due to the inadequacy of the teacher candidates regarding experience. Considering all the findings of the study, it is recommended that a theoretical and practical course on out-of-school learning environments and activities be added to the pre-school education programs of teacher candidates and that practical experiences on the subject be increased. This study can be repeated with teachers who have knowledge and experience in the field and with teacher candidates who take courses on out-of-school learning activities.

 This study examined the prediction of pre-service pre-school teachers attitudes towards out-of-school learning activities by their self-efficacy beliefs and sub-dimensions towards out-of-school learning activities. The participants of the study consisted of 315 pre-service teachers who were studying in the 1st, 2nd, 3rd and 4th grades of a public universitys pre-school teaching undergraduate program in the 2023-2024 academic year. In addition to the demographic information form, the data of the study were collected in printed form with the Teacher Attitude Scale Towards Out-of-School Learning Activities and Teacher Self-Efficacy Beliefs Scale Towards Out-of-School Learning OSL Activities developed by Göloğlu-Demir and Çetin 2021a and analysed with statistical analysis methods. As a result of the analysis, it was found that the attitude towards out-of-school learning activities was predicted by the belief in out-of-school learning activities and the sub-dimensions of self-efficacy, namely Preparation Efficacy, Application and Evaluation Efficacy and Supporting Learning Efficacy, but not by Knowledge and Experience Self-efficacy. It is thought that the reason for the last factor to give such a result is due to the inadequacy of the teacher candidates regarding experience. Considering all the findings of the study, it is recommended that a theoretical and practical course on out-of-school learning environments and activities be added to the pre-school education programs of teacher candidates and that practical experiences on the subject be increased. This study can be repeated with teachers who have knowledge and experience in the field and with teacher candidates who take courses on out-of-school learning activities.

 Bu çalışmada okul öncesi öğretmen adaylarının okul dışı öğrenme faaliyetlerine yönelik tutumlarının, okul dışı öğrenme faaliyetlerine yönelik özyeterlik inançları ve alt boyutları tarafından yordanma durumu incelenmiştir. Çalışmanın katılımcılarını 2023-2024 eğitim öğretim yılında bir kamu üniversitesinin okul öncesi öğretmenliği lisans programı 1., 2., 3. ve 4. sınıflarına devam eden 315 öğretmen adayı oluşturmaktadır. Araştırmanın verileri demografik bilgi formuna ek olarak Göloğlu-Demir ve Çetin 2021a geliştirmiş oldukları Okul Dışı Öğrenme Faaliyetlerine Yönelik Öğretmen Tutum Ölçeği ve Okul Dışı Öğrenme ODÖ Faaliyetlerine Yönelik Öğretmen Öz-Yeterlik İnançları Ölçeği ile basılı form şeklinde toplanmış ve istatistiki analiz yöntemleriyle analiz edilmiştir. Analiz sonucunda ODÖ faaliyetlerine yönelik tutumun, ODÖ faaliyetlerine yönelik özyeterlik inançları tarafından ve özyeterliğin alt boyutları olan Hazırlık, Uygulama ve Değerlendirme ve Öğrenmeyi Destekleme özyeterlikleri tarafından yordandığı ancak Bilgi ve Deneyim özyeterliği tarafından yordanmadığı bulunmuştur. Bilgi ve Deneyim faktörünün bu şekilde sonuç vermesinin öğretmen adaylarının deneyime yönelik eksik hissetmesinden kaynaklı olduğu düşünülmektedir. Araştırmanın tüm bulguları göz önünde bulundurulduğunda okul öncesi eğitim programlarına okul dışı öğrenme ortam ve faaliyetlerine yönelik teorik ve uygulama içeren bir ders eklenmesi ve konuyla ilgili uygulamalı deneyimlerin artırılması önerilmektedir. Bu çalışma alanda bilgi ve deneyime sahip öğretmenlerle ve okul dışı öğrenme faaliyetlerine yönelik ders alan öğretmen adaylarıyla tekrarlanabilir.

Makale detayları

The Role of Self-Efficacy Beliefs in Preschool Teacher Candidates’ Attitudes Towards Out-of-School Learning Activities

Yazarlar:

Elif Süreyya Kanyılmaz Canlı

Yayıncı:

Gazi University

Ana Başlıklar:

Okul Öncesi Eğitim

Dergi:

Türk Eğitim Bilimleri Dergisi Vol.22 Issue 3, pp.1877-1896

Belge Tipi:

Makale

Yayın Tarihi:

12/2024

Belge Dili:

Türkçe

Document ID (Org No.):

2001331319

pISSN:

2459-1912

Out of school learning

Preschool education

Teacher trainingOkul dışı öğrenme

Okul öncesi eğitim

Öğretmen yetiştirme

Sayı

Makale detayları

The Role of Self-Efficacy Beliefs in Preschool Teacher Candidates’ Attitudes Towards Out-of-School Learning Activities

Yazarlar: Elif Süreyya Kanyılmaz Canlı

Yayıncı: Gazi University

Ana Başlıklar: Okul Öncesi Eğitim

Dergi: Türk Eğitim Bilimleri Dergisi Vol.22 Issue 3, pp.1877-1896

Belge Tipi: Makale

Yayın Tarihi: 12/2024

Belge Dili: Türkçe

Document ID (Org No.): 2001331319

pISSN: 2459-1912

Out of school learning

Preschool education

Teacher trainingOkul dışı öğrenme

Okul öncesi eğitim

Öğretmen yetiştirme

Sayı

Yazarlar:

Elif Süreyya Kanyılmaz Canlı

Yayıncı:

Gazi University

Ana Başlıklar:

Okul Öncesi Eğitim

Dergi:

Türk Eğitim Bilimleri Dergisi Vol.22 Issue 3, pp.1877-1896

Belge Tipi:

Makale

Yayın Tarihi:

12/2024

Belge Dili:

Türkçe

Document ID (Org No.):

2001331319

pISSN:

2459-1912