期刊名称：International Journal of Educational Methodology
电子版ISSN：2469-9632
出版年度：2020
卷号：6
期号：2
页码：345-354
DOI：10.12973/ijem.6.2.345
出版社：Tayfun Yagar
摘要：The aim of this study was to examine the pre-service teachers’ Web 2.0 rapid content development self-efficacy belief
levels and their opinions about Web 2.0 tools. The study was carried out by using “convergent parallel mixed design”. In the
academic year of 2019-2020, 254 pre-service teachers voluntarily participated in the quantitative part of the study and 30 preservice teachers voluntarily participated in the qualitative part. "Web 2.0 Rapid Content Development Self-Efficacy Belief Scale of
Pre-Service Teachers" was used as quantitative data collection tool. In order to collect qualitative data, a semi-structured interview
form was prepared by the researchers. While the quantitative data obtained from the pre-service teachers were analyzed with the T
Test and ANOVA, the qualitative data were analyzed using the content analysis technique. As a result of the study, pre-service
teachers’ Web 2.0 rapid content development self-efficacy belief levels do not differ significantly in terms of gender variable. On the
other hand, a significant difference was observed in self-efficacy belief level scores among different departments. Also, the preservice teachers expressed positive opinions regarding the use of WEB 2.0 tools in the educational environment such as class group
formation, presentation preparation and virtual classroom applications.
