Exploring the sources of Turkish pre-service chemistry teachers' chemistry self-efficacy beliefs

• Published in: The Australian journal of teacher education Vol. 33; no. 6; pp. 12 - 28
• Main Author: Uzuntiryaki, Esen
• Format: Journal Article
• Language: English
• Published: Edith Cowan University 01.12.2008
• Subjects: Chemistry; College Characteristics Index (Stern and Pace); College Chemistry Self-efficacy Scale (CCSS); Education majors; Foreign Countries; Higher education; Interviews; Mastery Learning; Measures (Individuals); Phenomenology; Preservice teacher education; Preservice Teachers; Qualitative Research; Science Instruction; Science teachers; Self Efficacy; Semi Structured Interviews; Social Cognition; Social Theories; Student Attitudes; Teacher beliefs; Turkey; Turkey
• ISSN: 0313-5373; 1835-517X; 1835-517X
• DOI: 10.14221/ajte.2008v33n6.2

This study aimed to examine the underlying sources in developing chemistry self-efficacy beliefs of Turkish pre-service chemistry teachers. For this purpose, the College Chemistry Self-efficacy Scale (CCSS) was administered to 20 pre-service chemistry teachers. Then, phenomenological approach was employed and semi-structured interviews were conducted with five pre-service teachers selected based on their scores on the CCSS to identify the underlying sources. The emerging meanings and self-reported sources of participants' chemistry self- efficacy beliefs were analysed according to Bandura's sources of self-efficacy. Results indicated that mastery experiences were the major source of self-efficacy beliefs, supporting the tenets of social cognitive theory. Physiological arousal and vicarious experience were also influential but they were not as frequently reported as mastery experiences. [Author abstract]