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Effect of Pedagogical Formation Program on Pre-Service History Teachers’ Perceived Self-Efficacy

Fatih Yazici , Tercan Yildirim

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Yazici F, Yildirim T. Effect of pedagogical formation program on pre-service history teachers’ perceived self-efficacy. European J Ed Res. 2017;6(3):357 - 366. doi: 10.12973/eu-jer.6.3.357
Yazici, F., & Yildirim, T. (2017). Effect of pedagogical formation program on pre-service history teachers’ perceived self-efficacy. European Journal of Educational Research, 6(3), 357 - 366. https://doi.org/10.12973/eu-jer.6.3.357
Yazici Fatih, and Tercan Yildirim. "Effect of Pedagogical Formation Program on Pre-Service History Teachers’ Perceived Self-Efficacy," European Journal of Educational Research 6, no. 3 (2017): 357 - 366. https://doi.org/10.12973/eu-jer.6.3.357
Yazici, F & Yildirim, 2017, 'Effect of pedagogical formation program on pre-service history teachers’ perceived self-efficacy', European Journal of Educational Research, vol. 6, no. 3, pp. 357 - 366. Yazici, Fatih, and Tercan Yildirim. "Effect of Pedagogical Formation Program on Pre-Service History Teachers’ Perceived Self-Efficacy." European Journal of Educational Research, vol. 6, no. 3, 2017, pp. 357 - 366, https://doi.org/10.12973/eu-jer.6.3.357.

Abstract

The purpose of the present study is to investigate pre-service history teachers’ perceived self-efficacy and the effect of pedagogical formation training on this perception. The study is based on a one-group pretest-posttest research design, which is a type of pre-experimental design. For the purpose of the study, in the first week of the formation training, the “Teachers’ Sense of Efficacy Scale” developed by Tschannen-Moran and Hoy and adapted to Turkish by Capa, Cakiroglu and Sarikaya was administered as a pre-test to a group of 178 pre-service history teachers who underwent pedagogical formation training in 2016-2017 academic year in two different universities in Turkey. The same scale was administered again as a post-test at the end of the 28-week training. The study has found out that the pedagogical formation training did not make a significant difference in pre-service history teachers’ perceived self-efficacy except for the classroom management subscale, in which the self-efficacy scores of pre-service history teachers decreased after the pedagogical formation training.

Keywords: Self-efficacy, history education, pedagogical formation program, pre-service teachers


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