Laboratory use self-efficacy of turkish pre-service science teachers trained in different teacher education programmes.

Autor/inn/en	Kizkapan, Oktay; Tanik önal, Nagihan; Saylan Kirmizigül, Asli
Titel	Laboratory use self-efficacy of turkish pre-service science teachers trained in different teacher education programmes. Paralleltitel: Samoucinkovitost uporabe laboratorija pri turskih studentih, prihodnjih uciteljih naravoslovja, ki so se usposabljali v razlicnih programih izobrazevanja uciteljev.
Quelle	In: CEPS journal, 14 (2024) 4, S. 195-213Infoseite zur Zeitschrift PDF als Volltext kostenfreie Datei (Autorenversion); PDF als Volltext kostenfreie Datei (2); PDF als Volltext kostenfreie Datei (3) Link als defekt meldenVerfügbarkeit
Sprache	englisch
Dokumenttyp	online; Zeitschriftenaufsatz
ISSN	1855-9719; 2232-2647
DOI	10.25656/01:30387 10.26529/cepsj.1571
URN	urn:nbn:de:0111-pedocs-303878
Schlagwörter	Selbstwirksamkeit; Labor; Lehramtsstudent; Lehrerbildung; Programm; Naturwissenschaften; Empirische Untersuchung; Vergleich; Türkei
Abstract	In Türkiye, the science teacher education programme changed in 2018. While physics, chemistry and biology courses were taught through theoretical and laboratory applications in the previous programme (Programme-I), the course hours of these courses were reduced and laboratory hours were abolished in the new programme (Programme-II). The present research, which adopts a causal-comparative design of quantitative research, aims to compare the laboratory self-efficacy of pre-service science teachers who attended these two science teacher education programmes. The research data was collected from 289 pre-service science teachers educated in Programme-I and II through the science laboratory use self-efficacy scale and then analysed using the independent samples t-test. The results show that the total scores of laboratory use self-efficacy of pre-service science teachers trained in Programme-I is significantly higher. The scores of the pre-service science teachers from Programme-I were also found to be significantly higher than those from Programme-II in terms of the sub-dimensions using the physical environment and equipment, working independently, and crisis management. On the other hand, there was no significant difference between the two programmes in the sub-dimension applying scientific process skills. These results and their implications are discussed in the light of current literature. (DIPF/Orig.).
Erfasst von	DIPF \| Leibniz-Institut für Bildungsforschung und Bildungsinformation, Frankfurt am Main
Update	2026/3