A canonical analysis of early childhood teachers’ sense of efficacy, beliefs about teaching, and years of experience
Yazarlar (2)
Doç. Dr. Rahime ÇOBANOĞLU BEYÇAYİRİ Sinop Üniversitesi, Türkiye
Prof. Dr. Yeşim Çapa Aydin Orta Doğu Teknik Üniversitesi, Türkiye
| Bildiri Türü | Tebliğ/Bildiri | Bildiri Dili | Ingilizce |
| Bildiri Alt Türü | Özet Metin Olarak Yayınlanan Tebliğ (Uluslararası Kongre/Sempozyum) | ||
| Bildiri Niteliği | Alanında Hakemli Uluslararası Kongre/Sempozyum | ||
| Kongre Adı | European Conference on Educational Research | ||
| Kongre Tarihi | 18-09-2012 / 21-09-2012 | ||
| Basıldığı Ülke | Ispanya | Basıldığı Şehir | Cadiz |
| UAK Araştırma Alanları |
Eğitim Programları ve Öğretim
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| Özet |
| eacher beliefs as defined by Kagan (1992) are “the assumptions teachers hold about students, classrooms and the academic material to be thought”(p. 65). hey essentially do not require a condition of truth but are more udgmental and evaluative, different from knowledge based on the ob ective facts (Nespor, 1985). Adapted from the social cognitive theory of Bandura (1986), teacher self-efficacy beliefs, on the other hand, refers to the teachersʼ self-evaluation of their abilities to carry out an action to attain a particular teaching task in a specific context (schannen-Moran, Woolfolk Hoy, & Hoy, 1998).Pa ares (1992) strongly maintained that teacher beliefs should comprise a critical area of concern for educational inquiry due to their possible effect on teachersʼ planning, instructional decision making, and classroom practices. In congruence with this view, teacher self-efficacy beliefs were generally associated with positive educational outcomes in the literature. o name a few, they were introduced to be related with teachersʼ allocation of more instructional time for academic learning and their improved coping ability with the students with learning difficulties (Gibson & Dembo, 1984); establishment of positive teacher-child and teacher-parent relationships (Chung, Marvin, & Churchill, 2005), and also a lower level of burn-out among teachers in case of educational innovations (Evers, Brouwers, & omic, 2002). |
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