Examining Classroom Teachers’ Self-efficacy Beliefs Regarding Museum Education

Fatih Mutlu Özbilen

Makale detayları

Examining Classroom Teachers’ Self-efficacy Beliefs Regarding Museum Education

Yazarlar:

Fatih Mutlu Özbilen

Yayıncı:

Necmettin Erbakan University

Ana Başlıklar:

Alan Eğitimleri (Diğer)

Dergi:

Necmettin Erbakan Üniversitesi Ereğli Eğitim Fakültesi Dergisi Vol.5 Issue Özel Sayı, pp.444-466

Belge Tipi:

Makale

Yayın Tarihi:

10/2023

Belge Dili:

Türkçe

Document ID (Org No.):

2001302278

pISSN:

2687-1831

Anahtar kelimeler:

Özet:

 In this study, the self-efficacy beliefs of classroom teachers regarding museum education were investigated. The research was carried out with the survey model in accordance with the quantitative method. The sample group consisted of 326 classroom teachers working in Istanbul. The data were collected with the Self-Efficacy Belief Scale for Museum Education developed by Uslu and Yeşilbursa 2014. Analyzes were performed with the SPSS v.21 package program. Consequently, it was revealed that the teachers self-efficacy beliefs about museum education were at a high level. In addition, self-efficacy beliefs towards museum education did not differ according to variables, such as gender, employment status, visiting museums with students, and grade level. It was revealed that there was a significant difference as regards the in-service training related to museum education. Thus, it is recommended that teacher candidates take courses related to museum education during their undergraduate education and that these trainings are offered to teachers as in-service trainings.

 In this study, the self-efficacy beliefs of classroom teachers regarding museum education were investigated. The research was carried out with the survey model in accordance with the quantitative method. The sample group consisted of 326 classroom teachers working in Istanbul. The data were collected with the Self-Efficacy Belief Scale for Museum Education developed by Uslu and Yeşilbursa 2014. Analyzes were performed with the SPSS v.21 package program. Consequently, it was revealed that the teachers self-efficacy beliefs about museum education were at a high level. In addition, self-efficacy beliefs towards museum education did not differ according to variables, such as gender, employment status, visiting museums with students, and grade level. It was revealed that there was a significant difference as regards the in-service training related to museum education. Thus, it is recommended that teacher candidates take courses related to museum education during their undergraduate education and that these trainings are offered to teachers as in-service trainings.

 In this study, the self-efficacy beliefs of classroom teachers regarding museum education were investigated. The research was carried out with the survey model in accordance with the quantitative method. The sample group consisted of 326 classroom teachers working in Istanbul. The data were collected with the Self-Efficacy Belief Scale for Museum Education developed by Uslu and Yeşilbursa 2014. Analyzes were performed with the SPSS v.21 package program. Consequently, it was revealed that the teachers self-efficacy beliefs about museum education were at a high level. In addition, self-efficacy beliefs towards museum education did not differ according to variables, such as gender, employment status, visiting museums with students, and grade level. It was revealed that there was a significant difference as regards the in-service training related to museum education. Thus, it is recommended that teacher candidates take courses related to museum education during their undergraduate education and that these trainings are offered to teachers as in-service trainings.

 Bu araştırmada müze eğitimi ile ilgili olarak sınıf öğretmenlerinin sahip oldukları öz-yeterlik inançları incelenmiştir. Araştırma nicel yönteme uygun olarak tarama modeli ile yürütülmüştür. Örneklem grubu ise İstanbulda görev yapan 326 sınıf öğretmeninden oluşmuştur. Araştırmada veriler, Uslu ve Yeşilbursanın 2014 geliştirdiği Müze Eğitimine İlişkin Öz-Yeterlik İnancı Ölçeği ile toplanmıştır. Analizler SPSS v.21 paket programı ile gerçekleştirilmiştir. Araştırma sonucunda öğretmenlerin müze eğitimi ile ilgili sahip oldukları öz-yeterlik inançlarının yüksek düzeyde olduğu belirlenmiştir. Ayrıca müze eğitimine yönelik öz-yeterlik inançlarının cinsiyet, istihdam durumu, öğrencilerle müze ziyareti gerçekleştirme durumu ve öğretim yapılan sınıf düzeyine göre farklılaşmadığı; müze eğitimi hakkında hizmet içi eğitim almalarına göre anlamlı farklılık gösterdiği saptanmıştır. Buradan hareketle öğretmen adaylarının lisans öğrenimleri döneminde müze eğitimi ile ilgili ders almaları ve öğretmenlere de bu eğitimlerin hizmet içi eğitimler şeklinde sunulması önerilmektedir.

Makale detayları

Examining Classroom Teachers’ Self-efficacy Beliefs Regarding Museum Education

Yazarlar:

Fatih Mutlu Özbilen

Yayıncı:

Necmettin Erbakan University

Ana Başlıklar:

Alan Eğitimleri (Diğer)

Dergi:

Necmettin Erbakan Üniversitesi Ereğli Eğitim Fakültesi Dergisi Vol.5 Issue Özel Sayı, pp.444-466

Belge Tipi:

Makale

Yayın Tarihi:

10/2023

Belge Dili:

Türkçe

Document ID (Org No.):

2001302278

pISSN:

2687-1831

Museum Education

Self-efficacy Belief

Classroom TeacherMüze Eğitimi

Öz-yeterlik İnancı

Sınıf Öğretmeni

Sayı

Makale detayları

Examining Classroom Teachers’ Self-efficacy Beliefs Regarding Museum Education

Yazarlar: Fatih Mutlu Özbilen

Yayıncı: Necmettin Erbakan University

Ana Başlıklar: Alan Eğitimleri (Diğer)

Dergi: Necmettin Erbakan Üniversitesi Ereğli Eğitim Fakültesi Dergisi Vol.5 Issue Özel Sayı, pp.444-466

Belge Tipi: Makale

Yayın Tarihi: 10/2023

Belge Dili: Türkçe

Document ID (Org No.): 2001302278

pISSN: 2687-1831

Museum Education

Self-efficacy Belief

Classroom TeacherMüze Eğitimi

Öz-yeterlik İnancı

Sınıf Öğretmeni

Sayı

Yazarlar:

Fatih Mutlu Özbilen

Yayıncı:

Necmettin Erbakan University

Ana Başlıklar:

Alan Eğitimleri (Diğer)

Dergi:

Necmettin Erbakan Üniversitesi Ereğli Eğitim Fakültesi Dergisi Vol.5 Issue Özel Sayı, pp.444-466

Belge Tipi:

Makale

Yayın Tarihi:

10/2023

Belge Dili:

Türkçe

Document ID (Org No.):

2001302278

pISSN:

2687-1831