Determining Self-Efficacy Perceptions of Pre-Service Turkish Language Teachers towards Critical Reading

Autor/inn/en	Geçicii, Fidan; Yemenici, Aliye Ilkay
Titel	Determining Self-Efficacy Perceptions of Pre-Service Turkish Language Teachers towards Critical Reading
Quelle	In: International Journal of Progressive Education, 17 (2021) 6, S.309-323 (15 Seiten)Infoseite zur Zeitschrift PDF als Volltext kostenfreie Datei Verfügbarkeit
Zusatzinformation	ORCID (Geçicii, Fidan) ORCID (Yemenici, Aliye Ilkay)
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1554-5210
Schlagwörter	Foreign Countries; Self Efficacy; Preservice Teachers; Language Teachers; Turkish; Critical Reading; Gender Differences; Academic Achievement; Instructional Program Divisions; Reading Fluency; Student Attitudes; Turkey + Suchen Sie Ihr Suchwort? Ausland; Self-efficacy; Selbstwirksamkeit; Language teacher; Sprachunterricht; Türkisch; Kritisches Lesen; Geschlechterkonflikt; Schulleistung; Schülerverhalten; Türkei
Abstract	This study aims to reveal the self-efficacy perception levels of pre-service Turkish language teachers towards critical reading and to determine whether these levels vary by various variables. This study draws on a general survey model, which is one of the descriptive research methods. The study group of this research consists of a total of 210 freshman, sophomore, junior, and senior level pre-service Turkish language teachers studying at the Department of Turkish Language Education in the faculty of education at a state university. To collect data, "The Critical Reading Self-Efficacy Perception Scale" developed by Karabay (2013) is used. The findings of this study indicate that the self-efficacy perception levels of the pre-service Turkish language teachers towards critical reading are moderate. Furthermore, the pre-service Turkish language teachers' self-efficacy perception levels towards critical reading do not significantly vary between the groups in the total score and in the sub-dimensions by variables of gender and academic achievement. Yet, there is a significant difference between the groups in the total score and in the sub-dimensions by variables of grade level and reading frequency. Based on these findings, this study also offers some insights and suggestions for researchers and teaching staff. (As Provided).
Anmerkungen	International Association of Educators. Available from: PEN Academic Publishing. e-mail: secretary@inased.org; e-mail: info@penpublishing.net; Web site: https://inased.org/ijpepi/
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01