Turkish Preservice Science Teachers’ Efficacy Beliefs Regarding Science Teaching and their Beliefs about Classroom Management

Source: Teaching and Teacher Education, Volume 23, Issue 5, July 2007, Pages 664-675
Publisher: Elsevier

The purpose of this study was to explore Turkish preservice science teachers’ science teaching efficacy and classroom management beliefs. Data in this study were collected from a total number of 584 preservice science teachers utilizing the Science Teaching Efficacy Belief Instrument and the attitudes and beliefs on classroom control (ABCC) inventory. Data analysis indicated that preservice science teachers generally expressed positive efficacy beliefs regarding science teaching. In addition, results revealed that participants were interventionist on the instructional management dimension, whereas they favored non-interventionist style on the people management dimension of the ABCC inventory.