THE EFFECT OF TEACHING PRACTICE ON TEACHING MOTIVATION AND TEACHING SELF-EFFICIENCY BELIEFS

Abstract

Author(s): Nadire Emel AKHAN

The present study aims to reveal how teaching practice affects teacher motivation and self-efficacy beliefs through the example of social studies teaching. The mixed method, in which qualitative and quantitative methods are used together, was used in the study. The sample of the research consists of 57 (19 Female, 38 Male) preservice teachers in the last year of social studies teaching at a state university. For the qualitative dimension of the study, interviews were held at the end of the teaching practice with 16 preservice teachers (8 Female, 8 Male) randomly selected from the sample. The data of the study were collected using the Teaching Motivation Scale (TMS), the Teacher Self-Efficacy Scale (TSS) and the Interview Form. The SPSS program was used in the analysis of quantitative data, and descriptive analysis was used in the analysis of qualitative data. When the results of the study are examined, it is seen that the preservice teachers' teaching motivation and teaching self-efficacy increased at the end of their teaching practice compared with the time they started, and their teaching motivation was moderately related to their teaching self-efficacy beliefs. In addition, it can be stated that the qualitative findings of the research support the quantitative findings. According to the results obtained, it may be suggested that the study be conducted in different fields.

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