Special Education Teachers' Self-Efficacy Beliefs toward Science Course

Autor/inn/en	Ates, Yesim Taktat; Ates, Hüseyin; Özbek, Neslihan; Afacan, Özlem
Titel	Special Education Teachers' Self-Efficacy Beliefs toward Science Course
Quelle	In: Science Education International, 30 (2019) 4, S.241-250 (10 Seiten)Infoseite zur Zeitschrift PDF als Volltext kostenfreie Datei Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	2077-2327
Schlagwörter	Foreign Countries; Special Education; Special Education Teachers; Teacher Attitudes; Self Efficacy; Scientific Attitudes; Science Education; Beliefs; Gender Differences; Departments; Science Instruction; Science Achievement; Teacher Background; Knowledge Level; Turkey + Suchen Sie Ihr Suchwort? Ausland; Special needs education; Sonderpädagogik; Sonderschulwesen; Special education; Teacher; Teachers; Sonderpädagoge; Lehrer; Lehrerin; Lehrende; Lehrerverhalten; Self-efficacy; Selbstwirksamkeit; Naturwissenschaftliche Bildung; Belief; Glaube; Geschlechterkonflikt; Department; Abteilung; Teaching of science; Science education; Natural sciences Lessons; Naturwissenschaftlicher Unterricht; Wissensbasis; Türkei
Abstract	The aim of this study was to determine special education teachers' self-efficacy belief levels toward science. In the study, an explanatory mixed method was used in which quantitative and qualitative research methods were involved together. This study included both survey and case study methodology. To determine the level of special education teachers' self-efficacy beliefs toward science, the "Self-Efficacy Beliefs toward Science Scale" developed and adapted in 1990 by Riggs and Enochs was used. This scale was translated to Turkish by Bikmaz (2004). The main data of the study were collected through a survey by 115 special education teachers in Kirsehir in Turkey during the spring semester of 2017-2018 academic year. In addition, semi-structured interviews were conducted with four special education teachers selected from the main study. When the results of the study were examined, it was seen that the teachers' level of self-efficacy beliefs toward science was at a neutral level. According to the results of qualitative data analysis, teachers stated that they felt sufficiently prepared for their science course and that they affected the competency levels of their students' performances. In addition, special education teachers stated that they experienced no problems in some subjects they experienced problems in other subjects. Special education teachers believed that if the teacher gives a lesson in accordance with students' level, he/she can have a positive impact on the student, and if the teacher likes the science course, the success of the student would increase. (As Provided).
Anmerkungen	International Council of Associations for Science Education. Dokuz Eylul University Faculty of Education, Buca, Izmir 35150, Turkey. Tel: +90-532-4267927; Fax: +90-232-4204895; Web site: http://www.icaseonline.net/seiweb/
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01