Unveiling Pre-Service Teachersâ Self-Efficacy: A Comprehensive Analysis of Teaching Materials Utilization
Journal Title: European Journal of Teaching and Education - Year 2024, Vol 6, Issue 4
Abstract
This study investigated pre-service teachersâ self-efficacy in teaching materials utilization (TMU) focusing on the aspects of message design, usage, and visual design, and how demographic factors such as gender, age, university type, year of study, and teaching branch affect their self-efficacy in TMU. A group of 347 pre-service teachers studying at the faculty of education in different universities across Turkey were measured for their self-efficacy in the aspects of message design, usage, and visual design in teaching materials. The study quantitatively revealed that pre-service teachers demonstrated high levels of self-efficacy in all three domains. Notably, pre-service teachersâ self-efficacy varied significantly across demographic variables. Female pre-service teachers generally exhibited higher self-efficacy across all the subscales compared to their male counterparts. Age was also found to influence their self-efficacy in that older participants displayed greater competence. The pre-service teachers from foundation universities showed higher self-efficacy than those from state universities. However, the year of study did not significantly affect self-efficacy levels. Furthermore, significant differences in self-efficacy were also observed across different teaching branches, particularly in message design and usage, but not in visual design. This study contributes valuable insights for teacher education programs by emphasizing the importance of demographic considerations in developing teaching materials competencies among pre-service teachers.
Authors and Affiliations
F. Sehkar Fayda-Kinik,
Keywords
Related Articles
- EP ID EP754474
- DOI https://doi.org/10.33422/ejte.v6i4.1393
- Views 25
- Downloads 0
Corpus-based Analysis of the Use of the Passive Voice by Armenian Learners
The concept that learners' first language (L1) influences their second language (L2) acquisition and production is employed in a variety of studies on English language learners.However, so far, no research has been carri...
Did the 2019 One and Half-Month Boot Camp Training Enhance Rwanda Development Board (RDB) Interns’ English Proficiency?
Employers in Rwanda have been expressing their dissatisfaction with university graduates’ low English proficiency affirming that it hindered their performance at work. Rwanda Development Board (RDB) also noticed that the...
UONEDU as Social Innovation: From Education to Education
The specific conditions of education are a great challenge for all those involved in education, and necessarily refer to knowledge and the transfer of knowledge. In such conditions, without prior planning and organizatio...
Project-Based Learning with or Without Multimodal Features: Action-Based Research for Developing and Assessing Intercultural Competence
The present paper proposes a framework for using "Multimodal Creative Projects" (MCP) for developing intercultural competence in engineering students. Instructors added a multimodal feature to improve students' learning...
Reflecting on the Nature and Causes of Errors in Second Language Learning and their Classroom Implications
Second/Foreign language learning is a complex process. People who learn a language other than their home language often commit errors because they learn in an unnatural way. Scholars mention that some errors originate fr...