In our day when science and technology are developing very rapidly, occupational groups have been affected by these rapid developments and have sought to exploit the benefits of these developments. The teaching profession, one of the earliest professions in human history, has not become insensitive to these rapid developments and has become a profession that requires a set of requirements and expertise. Teachers have been constrained to fulfill these requirements that technological developments put into practice while practicing their profession. and it is considered that the fulfillment of this obligation can be related to the belief in self-efficacy towards the profession. In this context; It is aimed to examine the relations between self-efficacy perceptions of prospective teachers and their attitudes towards computer-aided teaching.
Within the scope of this purpose, the following questions were sought:
1. Does the vocational qualification of the prospective teachers differ significantly from the faculty of graduation they graduate?
2. Does the profession’s self-efficacy of the prospective teachers differ significantly according to the division they have studied?
3. Does the teacher’s attitudes towards CAE differ significantly from the faculty he / she is studying?
4. Does the teacher’s attitudes towards CAE differ significantly in relation to the division they have studied?
5. Are the attitudes towards teacher self-efficacy sub-dimensions to CAE a significant predictor?
The study is a research in the relational model conducted by quantitative methods. The study group of the research is composed of 3rd and 4th grade students who are studying at Gaziantep University Faculty of Education in 2015-2016 academic year and Science and Literature faculty students who are studying formation education at the same university education faculties. 66.5% (290 persons) of the 436 teacher candidates participating in the study were women and 33.5% (146 persons) were male. While 70.2% (306 people) of the candidates were in formation education, 29.8% (130 people) were in education faculty.
Survey data was obtained by the “Teacher Self-Efficacy Scale” which was developed in 2001 by Tcshannen-Moran and Woolfolk-Hoy and validity and reliability studies in Turkish was made in 2005 by Çapa, Çakıroğlu and Sarıkaya. Also the “Attitude Scale for Computer-Aided Training” developed by Arslan in 2006 was used.
Kolmogorov-Smirnov test was performed to determine whether the data were normalized before data analysis. The scores used for self-efficacy (N = 436, Statistic = .942, p = .34> .05) and attitude towards CAE (N = 436, Statistic = .944, p = .34> .05) have a normal distribution. Parametric tests were used in the analysis of data in the context of these findings.
Results and Conclusion
The difference between the self-efficacy of the prospective teachers according to the faculty of graduation is significant t(436)=3.591, p <.01. When arithmetic averages are examined, self-sufficiency of the students in formation education who graduated from the Faculty of Arts and Sciences is higher than those who continue their education in the Faculty of Education.
It was determined that the self-efficacy of teacher candidates did not significantly differ according to the division in which they were educated (F(2,433)=1.092, p>.05.). In other words, it can be said that the self-efficacy of teacher candidates does not depend on the division they study.
The difference between the attitudes of the prospective teachers to the CAE according to the faculty members they graduate is not significant (t(434)=487, p> .05). In other words, the attitudes of teacher candidates who are studying in formation and education faculties towards CAE are considered to be equal.
It was determined that the attitudes of the prospective teachers to the CAE did not significantly differ according to the division in which they were educated (F(2,433)=1.105, p> .05). In other words, it can be said that the attitudes of teacher candidates who are in verbal, numerical or equal weight branch to CAE are equivalent.
There is a significant and weak positive relationship between the attitude toward CAE and teacher self-efficacy sub-dimensions which are the ability to support student participation, the use of instructional strategies and the ability to perform classroom management. In addition, the regression model includes significant results as a whole. R = 0.18, R2 = 0.032, F (3,432) = 4.816, p <.01. The three variables mentioned together account for 3.2% of the total variance.
Written by: Mehmet Başaran, Erhan Yokuş, Eyüp Cücük, İbrahim Yıldırım. Gaziantep Üniversitesi and Harran Üniversitesi.