Preservice Teachers’ Teacher Efficacy Beliefs and Constructivist-Based Teaching Practice

• In Event: Constructivism in Preservice Teacher Education and Classroom Teacher Professional Development

Abstract

The purpose of the study was to investigate the relationship between preservice teachers’ (PT) teacher efficacy beliefs and their constructivist-based teaching practices. Data were gathered through the questionnaire (teachers’ sense of efficacy scale) and the observation protocol (reformed teaching observation protocol) administered to the participants. A total number of 101 PT from a university in eastern part of Turkey participated in the study. The positive relationships were found between PT’s constructivist-based teaching practice and their teacher efficacy beliefs. To conclude, PT with high teacher efficacy tend to employ constructivist approach in their teaching while PT with low teacher efficacy tend to use traditional approach, lecturing in their teaching.

Authors

• Tugba Temiz, Yuzuncu Yil University

• Mustafa Sami Topcu, Mugla University