Pre-Service Information Technology Teachers' Self-Efficacy, Self-Esteem and Attitudes towards Teaching: A Four-Year Longitudinal Study

Autor/in	Dursun, Ozcan Ozgur
Titel	Pre-Service Information Technology Teachers' Self-Efficacy, Self-Esteem and Attitudes towards Teaching: A Four-Year Longitudinal Study
Quelle	In: Contemporary Educational Technology, 10 (2019) 2, S.137-155 (19 Seiten)Infoseite zur Zeitschrift PDF als Volltext kostenfreie Datei Verfügbarkeit
Zusatzinformation	ORCID (Dursun, Ozcan Ozgur)
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1309-517X
Schlagwörter	Preservice Teachers; Information Technology; Self Efficacy; Self Esteem; Student Attitudes; Longitudinal Studies; Foreign Countries; Teaching (Occupation); Academic Achievement; Career Choice; Preservice Teacher Education; Computer Science Education; Educational Technology; Turkey + Suchen Sie Ihr Suchwort? Informationstechnologie; Self-efficacy; Selbstwirksamkeit; Self-esteem; Selbstaufmerksamkeit; Schülerverhalten; Longitudinal study; Longitudinal method; Longitudinal methods; Längsschnittuntersuchung; Ausland; Teaching; Lehrberuf; Schulleistung; Lehramtsstudiengang; Lehrerausbildung; Computer science lessons; Informatikunterricht; Unterrichtsmedien; Türkei
Abstract	This study investigates the changes in self-efficacy perceptions, professional self-esteem, and attitudes towards the teaching profession of pre-service information technology teachers in accordance with their academic achievement and career choices. A longitudinal research was conducted over a four-year time period with participation of 40 pre-service teachers. The data were collected through three separate scales at five different data collection points (entrance, freshman, sophomore, junior and senior years) corresponding to their initial states and their states at the end of each academic year. Findings indicated an improvement in terms of attitude towards the teaching profession and teaching selfefficacy through the time period. However, change in professional self-esteem did not follow such a clear pattern. While grade point averages (GPA) did not show significant relationships with attitude, self-efficacy or self-esteem in earlier states, as the participants gained experience, significant relationships arose among GPA, attitude and self-efficacy. Career choices of pre-service teachers were examined under three categories: teaching, coding and design. Preference for teaching was relatively high at the initial state and continuously increased over time. As the participants progressed in the program, their preference for coding and design increased as well. The increase in career choices of preservice teachers accords with the courses in the program. (As Provided).
Anmerkungen	Contemporary Educational Technology. Faculty of Communication Sciences, Anadolu University, Yunus Emre Campus, Eskisehir 26470, Turkey. e-mail: editor@cedtech.net; Web site: http://www.cedtech.net
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01