期刊名称：Eurasia Journal of Mathematics, Science & Technology Education
印刷版ISSN：1305-8223
电子版ISSN：1305-8223
出版年度：2008
卷号：4
期号：1
页码：45-54
出版社：Pamukkale Univ Dept Sci Education
摘要：The purpose of this study was to investigate the effect of the teaching practice on pre-service elementary teachers’ science teaching efficacy and classroom management beliefs. The subjects were 185 pre-service elementary teachers from two different universities in Izmir. In this study, Science Teaching Efficacy Belief Instrument (STEBI-B) and the Attitudes and Beliefs on Classroom Control (ABCC) instruments were utilized to collect data. Results of the study indicated that almost all pre-service elementary teachers had high self-efficacy beliefs regarding science teaching. In addition, teaching experience did not affect pre-service elementary teachers’ science teaching efficacy beliefs. However, pre-service elementary teachers’ classroom management beliefs tended to change with the teaching practice. While pre-service teachers’ beliefs related to instructional management decrease with teaching practice, their People Management beliefs increase with teaching practice.
