Universal Journal of Educational Research Vol. 4(11), pp. 2541 - 2550
DOI: 10.13189/ujer.2016.041107
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Science and Mathematics Teaching Efficacy Beliefs of Pre-school Teachers

Bülent Aydoğdu ^*, Murat Peker
Department of Mathematics and Science Education, Afyon Kocatepe University, Turkey

ABSTRACT

The aim of this research was to examine science and mathematics teaching efficacy beliefs of pre-school teachers in terms of some variables. The sample of the study was comprised of 191 pre-school teachers working in a city in Aegean Region of Turkey. Since it attempted to define self-efficacy beliefs of pre-school teachers toward science and mathematics teaching, the relational screening model was used. Developed by Riggs and Enochs [1] and adapted by Özkan, Tekkaya and Çakıroğlu [2], "The Scale of Self-Efficacy in Science Teaching" and adapted for mathematics teaching by Dede [3], "The Scale of Self-Efficacy in Mathematics Teaching" was used to collect data in the study. The results indicated that the self-efficacy beliefs of the teachers toward mathematics and science teaching differed regarding their graduation program and the time period that was allocated for science and mathematics activities.

KEYWORDS
Self-efficacy Beliefs, Pre-school Teachers, Science Teaching, Mathematics Teaching

Cite This Paper in IEEE or APA Citation Styles
(a). IEEE Format:
[1] Bülent Aydoğdu , Murat Peker , "Science and Mathematics Teaching Efficacy Beliefs of Pre-school Teachers," Universal Journal of Educational Research, Vol. 4, No. 11, pp. 2541 - 2550, 2016. DOI: 10.13189/ujer.2016.041107.

(b). APA Format:
Bülent Aydoğdu , Murat Peker (2016). Science and Mathematics Teaching Efficacy Beliefs of Pre-school Teachers. Universal Journal of Educational Research, 4(11), 2541 - 2550. DOI: 10.13189/ujer.2016.041107.