Öğretmen Adaylarının Matematik Öğretimine Yönelik Öz-yeterlik İnançlarının İncelenmesi

Abstract

The purpose of this study is to examine the beliefs of mathematics teacher candidates about mathematics teaching according to some variables. The data of the study were collected by Haciomeroglu and Taskin (2010) in the Turkish version of the Mathematics Teaching Proficiency Belief Scale developed by Enochs et al. (2000) and personal information form developed by the researcher. The study was conducted with a total of 150 students in the department of mathematics teaching at Yuzuncu Yil University, Faculty of Education in the spring semester of 2016-2017 academic year. Independent sample t-test and ANOVA were used for the analysis of collected data. According to the analysis results; it has been found that teacher candidates self-efficacy beliefs towards mathematics teaching generally correspond to the undecided level. It was determined that the self-efficacy beliefs of the teacher candidates did not differ significantly according to the sex but the meaning of the scale was significantly different in favor of the male teacher candidates in terms of the personal competence sub-dimension. Teacher candidates self-efficacy beliefs differed significantly according to their grade level and high school graduation they graduated from; this significant difference was found to be in favor of teacher candidates who graduated from the school of science in terms of the personal competence subscale of the fourth grade and the scale. It has also been suggested that for the duration of the education and training process, prospective teachers should carry out practical studies in order to increase their self-efficacy in teaching mathematics.