Examining the Relationship Between Teachers' Self-Efficacy Beliefs, Academic Self-Efficacy Beliefs, Epistemological Beliefs, and Learning Strategies for Biology Teacher Candidates


Thesis Type: Doctorate

Institution Of The Thesis: Gazi Üniversitesi, Eğitim Bilimleri Enstitüsü, Turkey

Approval Date: 2015

Student: DUYGU GÜLEV

Supervisor: BERİL AKIN

Abstract:

In this research, it was aimed to determine self-efficacy beliefs, academic self-efficacy, epistemological belief levels and levels of using learning strategies of biology teachers and to examine relations among these variables. It was also examined in the research that whether self-efficacy beliefs, academic self-efficacy, epistemological belief levels and levels of using learning strategies of teaching differ significantly by gender, high school type, class level they study and academic grade point average of teacher candidates or not. The research in which relational screening model is used was conducted with 148 biology teacher candidates in total who are studying at state universities located at Ankara province in fall semester of 2013-2014 academic year. The research data were collected by using Teaching Self-Efficacy Belief Scale, Academic Self-Efficacy Scale, Epistemological Belief Scale and Learning Strategies Scale. It was found in the end of the research that biology teacher candidates have high self-efficacy beliefs and academic self-efficacy. It was determined that teaching self-efficacy and academic self-efficacy of biology teacher candidates do not differ significantly by gender, high school type, class level they study and academic grade point average of teacher candidates. Besides, it was found that there was statistically significant difference between teaching self-efficacy beliefs and class levels biology teacher candidates study. It was determined that the beliefs of biology teacher candidates whose opinions were received within the scope of the research regarding that teaching at epistemological belief level depends on effort, learning depends on the ability and only one truth exists are generally high. In similar way, it was determined that epistemological belief levels of biology teacher candidates differ significantly by the class level. It was found that teacher candidates generally use cognitive learning strategies; while levels of using learning strategies do not differ by high school type biology teacher candidates graduated, they differ significantly by class level and academic grade-point average. It was found in the end of the research that there is a low-level relation among teaching self-efficacy beliefs, academic self-efficacy and epistemological belief levels of biology teacher candidates; there is low and medium-level relation among learning strategies. Besides, a low and medium-level relation was found between epistemological belief levels and learning strategies of biology teacher candidates