Are Prospective Elementary School Teachers' Social Studies Teaching Efficacy Beliefs Related to Their Learning Approaches in a Social Studies Teaching Methods Course?

Autor/in	Dündar, Sahin
Titel	Are Prospective Elementary School Teachers' Social Studies Teaching Efficacy Beliefs Related to Their Learning Approaches in a Social Studies Teaching Methods Course?
Quelle	In: Australian Journal of Teacher Education, 40 (2015) 7, Artikel 6 (17 Seiten)Infoseite zur Zeitschrift PDF als Volltext kostenfreie Datei Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0313-5373
Schlagwörter	Elementary School Teachers; Social Studies; Self Efficacy; Teaching Methods; Cognitive Style; Schools of Education; Methods Courses; Foreign Countries; Correlation; Measures (Individuals); Teacher Education; Study Habits; Student Attitudes; Preservice Teachers; Turkey; Study Process Questionnaire + Suchen Sie Ihr Suchwort? Elementary school; Teacher; Teachers; Grundschule; Volksschule; Lehrer; Lehrerin; Lehrende; Gemeinschaftskunde; Self-efficacy; Selbstwirksamkeit; Teaching method; Lehrmethode; Unterrichtsmethode; Cognitive styles; Kognitiver Stil; Erziehungswissenschaftliche Fakultät; Methodisch-didaktische Anleitung; Ausland; Korrelation; Messdaten; Lehrerausbildung; Lehrerbildung; Study behavior; Study behaviour; Studienverhalten; Schülerverhalten; Türkei
Abstract	This study aimed to contribute to the growing literature on learning approaches and teacher self-efficacy beliefs by examining associations between prospective elementary school teachers' learning approaches in a social studies teaching methods course and their social studies teaching efficacy beliefs. One hundred ninety-two prospective elementary school teachers for grades 1-4 participated in this study at the school of education at a university in Turkey. Findings showed that the deep learning approach in a social studies teaching methods course was a significant and positive contributor to future teachers' social studies teaching efficacy beliefs. The findings highlight the importance of stimulating deep learning approaches to improve teaching efficacy. (As Provided).
Anmerkungen	Edith Cowan University. Bradford Street, Mount Lawley, West Australia 6050, Australia. Web site: http://ro.ecu.edu.au/ajte/
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01