Author(s): BüÅra YILMAZ YENÄ°OÄLU Samed YENÄ°OÄLU
Self-efficacy belief is a concept that shapes the behaviors of in-service and pre-service teachers during the teaching process. Accordingly, the aim of this study was to determine the self-efficacy beliefs of preservice teachers in special education department about mathematics education. In the study, “Self-Efficacy Scale for Mathematics Teaching” likert type scale survey was used. The items in the scale were grouped under three factors (teaching competencies, motivation and commitment, and teaching efficacy). The variables of the study are gender, grade level, whether there are courses taken for mathematics teaching, undergraduate GPA, high school graduation field and whether or not there is a undergraduate degree before. SPSS-25 package program was used for data analysis. The scale was applied to 132 pre-service teachers in the Department of Special Education at Eski?ehir Osmangazi University in the spring semester of 2017-2018 academic year. As a result of the analyzes, it was found that there was a significant difference between the preservice teachers' self-efficacy beliefs regarding mathematics teaching, grade level, taking mathematics teaching variable, but no significant difference was found according to the variable of gender, undergraduate grade point average, high school graduation area and previously being undergraduate degree.
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