Research Article
The Determination of History Teacher Candidates' Distance Education Self-Efficacy Belief Levels According to Different Variables
Abstract
Distance education is a type in which individuals can realize their learning activities in line with their current technological possibilities, independent of time and space concepts, sharing information and documents with technological tools and applications, and establishing communication and interaction. Self-efficacy is knowing and believing in one's abilities to do a job. Self-efficacy belief levels towards online learning environments are important factors affecting the educational process. For this reason, determining students' self-efficacy levels in distance education processes is accepted as an essential factor in increasing the quality of educational activities. This study aimed to determine the distance education self-efficacy belief levels of prospective history teachers and the distance education self-efficacy belief levels according to variables such as readiness, gender, grade, and disadvantage. Within the scope of the research, two different scales were used with 109 history teacher candidates from different grade levels of 4 different state universities with the appropriate or convenient sampling method. As a result of the research, no significant difference was found in readiness, gender, and grade variables. Another finding of the study was that disadvantages such as mobile data and internet problems had a negative effect on self-efficacy belief levels. In addition to these, it was investigated whether pre-service teachers' online readiness level was related to self-efficacy belief level and a positive relationship was found between readiness level and self-efficacy belief level.
References
- Akıncı, M & Pişkin Tunç, M. (2021). The problems encountered by pre-service mathematics teachers in distance education practices and solution suggestions. EKEV Academy Journal, 23(85): 359-376.
- Aksoy, D., Sancaklı, S., & Adagideli, F.H. (2022). Investigation of preschool teacher candidates’ self‐efficacy levels and their readiness levels for the teaching profession. Manisa Celal Bayar University Journal of the Faculty of Education, 10(2): 167‐185.
- Aktamış, H., Özenoğlu Kiremit, H. & Kubilay, M. (2016). Investigation of students' self-efficacy beliefs according to science achievements and demographic characteristics. Adnan Menderes University Education Faculty Journal of Education Sciences, 7(2): 1-10.
- Altunçekiç, A. (2022). Developing a distance education self-efficacy belief scale: a validity and reliability study. Participatory Educational Research, 9(1): 349-361.
- Aşkar, P. and Umay, A. (2001). Perceived computer self-efficacy of the students in the elementary mathematics teaching programme. Hacettepe University Journal of the Faculty of Education, 21: 1-8.
- Aydemir, M. (2018). Uzaktan eğitim program, ders ve materyal tasarımı. [Distance education programme, course and material design] Ankara: Eğitim Publishing.
- Aygin, D. & Gül, A. (2023). COVID-19 and distance learning. Gazi Journal of Health Sciences, 8(1): 11-21.
- Bağrıaçık Yılmaz, A. & Karataş, S. (2020). Basic concepts, theories and philosophy of open and distance learning. Açık ve Uzaktan Öğrenme. [Open and Distance Learning]. Serçin Karataş, Ebru Kılıç Çakmak (Ed.), Ankara: Pegem Academy: 2-29.
- Bakırcı, H., Doğdu, N. & Artun, H., (2021). Investigation of professional achievements and problems of science teachers in the distance education process of covid-19 pandemic period. Ahi Evran University Institute of Social Sciences Journal, 7 (2): 640-658.
- Baltacı, A. (2018). A conceptual review of sampling methods and sample size problems in qualitative research. Journal of Bitlis Eren University Institute of Social Sciences, 7 (1): 231-274.
- Becerikli, S. (2021). Teacher training by correspondence course. Belgi, 21: 279-299.
- Bektaş, H. & Kablan, Z. (2023). Teachers’ opinions on professional development activities conducted through distance education, AJER-Academia Journal of Educational Research, 8(1): 1-22.
- Can, E. (2020). Coronavirus (Covid-19) pandemic and pedagogical reflections: Open and distance education practices in Turkey. Journal of Open Education Applications and Research, 6(2): 11-53.
- Chaplain, R.P. (2000). Beyond exam results? Differences in the social and psychological perceptions of young males and females at school. Educational Studies, 26(2): 177–190.
- Çardak, U. & Güler, Ç. (2022). Academicians' practices, opinions and suggestions in the context of distance education and distance teacher training. Van Yüzüncü Yıl University Journal of Education, Special Issue: 323-353.
- Downey, J. (2006). Measuring general computer self-efficacy: the surprising comparison of three instruments in predicting performance, attitudes, and usage. Proceedings of the 39th Hawaii International Conference on System Sciences: pp. 210–210.
- Ergüven, İ.H. and Pamuk A. (2022). Investigation of history teachers’ self-efficiency and attitudes regarding educational technology. Marmara University Atatürk Education Faculty Journal of Educational Sciences, (56): 253-272.
- Ertmer, P. A., Ottenbreit-Leftwich, A.T., Sadik, O., Sendurur, E. &Sendurur, P. (2012). Teacher beliefs and technology integration practices: a critical relationship. Computers and Education. 59: 423-435.
- Freidmen, I.A. (2003). Self-efficacy and burnout in teaching: the importance of interpersonal-relations efficacy. Social Psychology of Education, 6: 191–215.
- Han, B. (2021). Investigation of pre-service teachers' e-learning readiness levels in distance education practice during the COVID-19 pandemic. Sosyal Bilimlerde COVID-19 Salgını Dönemler ve Değişim Dinamikleri-2, [COVID-19 Pandemic Periods and Dynamics of Change in Social Sciences]. Ankara: Astana Publishing: 100-112.
- Holmberg, B. (1995). The evolution of the character and practice of distance education. Open Learning: The Journal of Open, Distance and e-Learning, 10(2): 47–53.
- Ilgaz, H., & Gülbahar, Y. (2015). A snapshot of online learners: e-Readiness, e-Satisfaction and expectations. The International Review Of Research In Open And Distributed Learning, 16(2): 171-187.
- İlhan, M. & Çetin, B. (2013). The validity and reliability study of the Turkish version of an online learning readiness scale. Educational Technology Theory and Practice, 3(2): 72-101.
- İşman, A. (2022). Uzaktan Eğitim. [Distance Education]. Ankara: Pegem Academy.
- Jacobsen, D.A., Eggen, P. & Kauchak, D. (2002). Methods for teaching, promoting student learning, New Jersey: Merrill Prentice Hall.
- Kaçar, T. & Beycioğlu, K. (2017). The investigation of elementary school teachers’ self-efficacy beliefs in terms of various variables. Elementary Education Online, 16(4): 1753-1767.
- Kansu, A.F. & Hızlı Sayar, G. (2018). A review on the concepts of self efficacy, meaning of life and life engagement. Interaction - Academic Journal of Üsküdar University Faculty of Communication, 1(1): 78-89.
- Karadağ Yılmaz, R., Savaş, H. & Kalkan, S. (2022). A different perspective to the distance education with the contrubutions and problems: primary school teachers’ distance education perceptions. Ahi Evran University Institute of Social Sciences Journal, 8(1): 277-296.
- Karasar, N. (1999). Bilimsel araştirma yöntemi: kavramlar, ilkeler, teknikler [Scientific research method: concepts, principles, techniques], Ankara: Nobel Publishing.
- Kaynar, H., Kurnaz, A., Doğrukök, B. & Şentürk Barışık, C. (2020). Secondary school students' views on distance learning. Turkish Studies, 15(7): 3269-3292.
- Kesinkılıç, F. (2020). Development of open and distance learning in the world and in Turkey. Açık ve Uzaktan Öğrenme. [Open and Distance Learning]. Serçin Karataş, Ebru Kılıç Çakmak (Ed.), Ankara: Pegem Academy: 30-57.
- Kılıç, S. (2013). Sampling methods. Journal of Mood Disorders, 3(1): 44-46.
- Kırtak Ad, N. (2020). Prospective Physics Teachers’ Views on Distance Learning. Education & Technology, 2(2): 78-90.
- Korucuk, M. (2023). A distance education attitude scale: A validity and reliability study. National Education, 52(238): 1133-1156.
- Mehmetlioğlu, D. & Haser, Ç. (2013). Preservice elementary mathematics teachers’ preparedness for the teaching profession. Pamukkale University Journal of Education, 34: 91-102.
- Meisels, S.J. (1998). Assessing readiness. Washington: Center for the Improvement of Early Reading Achievement.
- Mollaoğlu, S. & Keser, N. (2022). The self-efficacy and benefit perception of visual arts education instructors towards distance education. Erzincan University Journal of Education Faculty, 24(2): 333-340.
- Naylor, D. & Nyanjom, J. (2020). Educators’ emotions involved in the transition to online teaching in higher education. Higher Education Research & Development, 40(6): 1236–1250.
- Ornstein, A.C. & Lasley, T.J. (2000). Strategies for effective teaching. USA: McGraw-Hill Higher Education Companies.
- Özdoğan, A. Ç. & Berkant, H. G. (2020). The examination of stakeholders’ opinions on distance education during the covid-19 epidemic. National Education, Special Issue: 13-43.
- Randel, B., Stevenson, H.W. & Witruk, E. (2000). Attitudes, beliefs, and mathematics achievement of German and Japanese high school students. International Journal of Behavioral Development, 24(2): 190–198.
- Rohayani, A.H.H. & Kurniabudi, S. (2015). A literature review: Readiness factors to measuring e-learning readiness in higher education. Procedia Computer Science, 59: 230-234.
- Santiago, A.M. & Einerson, M. K. (1998). Background characteristics as predictors of academic self-confidence and academic self-efficacy among graduate science and engineering students. Research in Higher Education, 39(2): 163-198.
- Schlosser, A. L. & Simonson, M. (2002). Distance education: Definition and glossary of terms. Definitions and Terminology Committee Association for Educational Communications and Technology. Bloomington: AECT.
- Schriver, M. & Czerniak, C. M. (1999). A comparison of middle and junior high science teachers' levels of efficacy and knowledge of developmentally appropriate curriculum and instruction. Journal of Science Teacher Education, 10(1): 21-42.
- Tarlakazan E. & Tarlakazan B.E. (2021). Effect of covid-19 pandemic process on student behavior. Journal of Research in Education and Society, 8(1): 52-64.
- Tayfun, A., Silik, C.E., Dülger, A.S. & Margazieva, N. (2022). Examining the relationship between self-efficacy perceptions and future anxiety of university students: The case of Turkey-Kyrgyzstan. Journal of Turkish Tourism Research, 6(2): 570-590.
- Topses, G. (2003). Gelişim ve öğrenme psikolojisi. [Development and learning psychology] Ankara: Nobel Press.
- Toytok, E. H. & Uçar, L. (2018). The power types that are used by school administrators and the organizational depression: A corrrelational screening model. EKEV Academy Journal, (76): 109-126.
- Ülger, K. (2021). Problems-opportunities and solution suggestions in distance education model. International Journal of Contemporary Educational Studies (IntJCES), 7(1): 393-412.
- Ünal, N., Şanlıer, N. & Şengil, A. Z. (2021). Evaluation of the university students' readiness for online learning and the experiences related to distance education during the pandemic period. İnönü University Journal of Vocational School of Health Service, 9(1): 89-104.
- Wang, C., Cheng, Z., Yue, X.G. & McAleer, M. (2020). Risk management of Covid-19 by universities in China. Journal of Risk and Financial Management, 13(36): 1–6.
- Warner, D., Christie, G., & Choy, S. (1998). Readiness of VET clients for flexible delivery including online learning. Brisbane: Australian National Training Authority.
- Woodcock, S., Sisco, A. & Eady, M. (2015). The learning experience: Training teachers using online synchronous environments. Journal of Educational Research and Practice, 5(1): 21–34.
- Yakar, L. & Yıldırım Yakar, Z. (2021). Investigation of attitudes towards distance education and readiness for e-learning of education faculty students. Mersin University Journal of the Faculty of Education, 17(1): 1-21.
- Yaman, S., Cansüngü Koray, Ö & Altunçekiç, A. (2004). A research on the investigation of the self-sufficiency belief levels of the science education teacher candidates. The Journal of Turkish Educational Sciences, 2(3): 355-366.
- Yıldız, E. & Seferoğlu S.S. (2020). Examination of self-efficacy perception of distance education students about online technologies. Celal Bayar University Journal of Social Sciences, 18(1): 33-46.
- Yolcu, H.H. (2020). Preservice elementary teachers’ distance education experiences at the time of coronavirus (covid-19) pandemic. Journal of Open Education Applications and Research, 6(4): 237-250.
- Zengin Y. & Duran Ş. (2023). The effect of online education on students' self-efficacy and performance in the covid-19 process. Journal of Business Economics and Management Research, 2: 157-174.
- Zusho, A. & Pintrich, P.R. (2003). Skill and will: the role of motivation and cognition in the learning of college chemistry. International Journal of Science Education, 25(9): 1081-1094.
Year 2023,
Volume: 10 Issue: 6, 266 - 281, 01.11.2023
Abstract
References
- Akıncı, M & Pişkin Tunç, M. (2021). The problems encountered by pre-service mathematics teachers in distance education practices and solution suggestions. EKEV Academy Journal, 23(85): 359-376.
- Aksoy, D., Sancaklı, S., & Adagideli, F.H. (2022). Investigation of preschool teacher candidates’ self‐efficacy levels and their readiness levels for the teaching profession. Manisa Celal Bayar University Journal of the Faculty of Education, 10(2): 167‐185.
- Aktamış, H., Özenoğlu Kiremit, H. & Kubilay, M. (2016). Investigation of students' self-efficacy beliefs according to science achievements and demographic characteristics. Adnan Menderes University Education Faculty Journal of Education Sciences, 7(2): 1-10.
- Altunçekiç, A. (2022). Developing a distance education self-efficacy belief scale: a validity and reliability study. Participatory Educational Research, 9(1): 349-361.
- Aşkar, P. and Umay, A. (2001). Perceived computer self-efficacy of the students in the elementary mathematics teaching programme. Hacettepe University Journal of the Faculty of Education, 21: 1-8.
- Aydemir, M. (2018). Uzaktan eğitim program, ders ve materyal tasarımı. [Distance education programme, course and material design] Ankara: Eğitim Publishing.
- Aygin, D. & Gül, A. (2023). COVID-19 and distance learning. Gazi Journal of Health Sciences, 8(1): 11-21.
- Bağrıaçık Yılmaz, A. & Karataş, S. (2020). Basic concepts, theories and philosophy of open and distance learning. Açık ve Uzaktan Öğrenme. [Open and Distance Learning]. Serçin Karataş, Ebru Kılıç Çakmak (Ed.), Ankara: Pegem Academy: 2-29.
- Bakırcı, H., Doğdu, N. & Artun, H., (2021). Investigation of professional achievements and problems of science teachers in the distance education process of covid-19 pandemic period. Ahi Evran University Institute of Social Sciences Journal, 7 (2): 640-658.
- Baltacı, A. (2018). A conceptual review of sampling methods and sample size problems in qualitative research. Journal of Bitlis Eren University Institute of Social Sciences, 7 (1): 231-274.
- Becerikli, S. (2021). Teacher training by correspondence course. Belgi, 21: 279-299.
- Bektaş, H. & Kablan, Z. (2023). Teachers’ opinions on professional development activities conducted through distance education, AJER-Academia Journal of Educational Research, 8(1): 1-22.
- Can, E. (2020). Coronavirus (Covid-19) pandemic and pedagogical reflections: Open and distance education practices in Turkey. Journal of Open Education Applications and Research, 6(2): 11-53.
- Chaplain, R.P. (2000). Beyond exam results? Differences in the social and psychological perceptions of young males and females at school. Educational Studies, 26(2): 177–190.
- Çardak, U. & Güler, Ç. (2022). Academicians' practices, opinions and suggestions in the context of distance education and distance teacher training. Van Yüzüncü Yıl University Journal of Education, Special Issue: 323-353.
- Downey, J. (2006). Measuring general computer self-efficacy: the surprising comparison of three instruments in predicting performance, attitudes, and usage. Proceedings of the 39th Hawaii International Conference on System Sciences: pp. 210–210.
- Ergüven, İ.H. and Pamuk A. (2022). Investigation of history teachers’ self-efficiency and attitudes regarding educational technology. Marmara University Atatürk Education Faculty Journal of Educational Sciences, (56): 253-272.
- Ertmer, P. A., Ottenbreit-Leftwich, A.T., Sadik, O., Sendurur, E. &Sendurur, P. (2012). Teacher beliefs and technology integration practices: a critical relationship. Computers and Education. 59: 423-435.
- Freidmen, I.A. (2003). Self-efficacy and burnout in teaching: the importance of interpersonal-relations efficacy. Social Psychology of Education, 6: 191–215.
- Han, B. (2021). Investigation of pre-service teachers' e-learning readiness levels in distance education practice during the COVID-19 pandemic. Sosyal Bilimlerde COVID-19 Salgını Dönemler ve Değişim Dinamikleri-2, [COVID-19 Pandemic Periods and Dynamics of Change in Social Sciences]. Ankara: Astana Publishing: 100-112.
- Holmberg, B. (1995). The evolution of the character and practice of distance education. Open Learning: The Journal of Open, Distance and e-Learning, 10(2): 47–53.
- Ilgaz, H., & Gülbahar, Y. (2015). A snapshot of online learners: e-Readiness, e-Satisfaction and expectations. The International Review Of Research In Open And Distributed Learning, 16(2): 171-187.
- İlhan, M. & Çetin, B. (2013). The validity and reliability study of the Turkish version of an online learning readiness scale. Educational Technology Theory and Practice, 3(2): 72-101.
- İşman, A. (2022). Uzaktan Eğitim. [Distance Education]. Ankara: Pegem Academy.
- Jacobsen, D.A., Eggen, P. & Kauchak, D. (2002). Methods for teaching, promoting student learning, New Jersey: Merrill Prentice Hall.
- Kaçar, T. & Beycioğlu, K. (2017). The investigation of elementary school teachers’ self-efficacy beliefs in terms of various variables. Elementary Education Online, 16(4): 1753-1767.
- Kansu, A.F. & Hızlı Sayar, G. (2018). A review on the concepts of self efficacy, meaning of life and life engagement. Interaction - Academic Journal of Üsküdar University Faculty of Communication, 1(1): 78-89.
- Karadağ Yılmaz, R., Savaş, H. & Kalkan, S. (2022). A different perspective to the distance education with the contrubutions and problems: primary school teachers’ distance education perceptions. Ahi Evran University Institute of Social Sciences Journal, 8(1): 277-296.
- Karasar, N. (1999). Bilimsel araştirma yöntemi: kavramlar, ilkeler, teknikler [Scientific research method: concepts, principles, techniques], Ankara: Nobel Publishing.
- Kaynar, H., Kurnaz, A., Doğrukök, B. & Şentürk Barışık, C. (2020). Secondary school students' views on distance learning. Turkish Studies, 15(7): 3269-3292.
- Kesinkılıç, F. (2020). Development of open and distance learning in the world and in Turkey. Açık ve Uzaktan Öğrenme. [Open and Distance Learning]. Serçin Karataş, Ebru Kılıç Çakmak (Ed.), Ankara: Pegem Academy: 30-57.
- Kılıç, S. (2013). Sampling methods. Journal of Mood Disorders, 3(1): 44-46.
- Kırtak Ad, N. (2020). Prospective Physics Teachers’ Views on Distance Learning. Education & Technology, 2(2): 78-90.
- Korucuk, M. (2023). A distance education attitude scale: A validity and reliability study. National Education, 52(238): 1133-1156.
- Mehmetlioğlu, D. & Haser, Ç. (2013). Preservice elementary mathematics teachers’ preparedness for the teaching profession. Pamukkale University Journal of Education, 34: 91-102.
- Meisels, S.J. (1998). Assessing readiness. Washington: Center for the Improvement of Early Reading Achievement.
- Mollaoğlu, S. & Keser, N. (2022). The self-efficacy and benefit perception of visual arts education instructors towards distance education. Erzincan University Journal of Education Faculty, 24(2): 333-340.
- Naylor, D. & Nyanjom, J. (2020). Educators’ emotions involved in the transition to online teaching in higher education. Higher Education Research & Development, 40(6): 1236–1250.
- Ornstein, A.C. & Lasley, T.J. (2000). Strategies for effective teaching. USA: McGraw-Hill Higher Education Companies.
- Özdoğan, A. Ç. & Berkant, H. G. (2020). The examination of stakeholders’ opinions on distance education during the covid-19 epidemic. National Education, Special Issue: 13-43.
- Randel, B., Stevenson, H.W. & Witruk, E. (2000). Attitudes, beliefs, and mathematics achievement of German and Japanese high school students. International Journal of Behavioral Development, 24(2): 190–198.
- Rohayani, A.H.H. & Kurniabudi, S. (2015). A literature review: Readiness factors to measuring e-learning readiness in higher education. Procedia Computer Science, 59: 230-234.
- Santiago, A.M. & Einerson, M. K. (1998). Background characteristics as predictors of academic self-confidence and academic self-efficacy among graduate science and engineering students. Research in Higher Education, 39(2): 163-198.
- Schlosser, A. L. & Simonson, M. (2002). Distance education: Definition and glossary of terms. Definitions and Terminology Committee Association for Educational Communications and Technology. Bloomington: AECT.
- Schriver, M. & Czerniak, C. M. (1999). A comparison of middle and junior high science teachers' levels of efficacy and knowledge of developmentally appropriate curriculum and instruction. Journal of Science Teacher Education, 10(1): 21-42.
- Tarlakazan E. & Tarlakazan B.E. (2021). Effect of covid-19 pandemic process on student behavior. Journal of Research in Education and Society, 8(1): 52-64.
- Tayfun, A., Silik, C.E., Dülger, A.S. & Margazieva, N. (2022). Examining the relationship between self-efficacy perceptions and future anxiety of university students: The case of Turkey-Kyrgyzstan. Journal of Turkish Tourism Research, 6(2): 570-590.
- Topses, G. (2003). Gelişim ve öğrenme psikolojisi. [Development and learning psychology] Ankara: Nobel Press.
- Toytok, E. H. & Uçar, L. (2018). The power types that are used by school administrators and the organizational depression: A corrrelational screening model. EKEV Academy Journal, (76): 109-126.
- Ülger, K. (2021). Problems-opportunities and solution suggestions in distance education model. International Journal of Contemporary Educational Studies (IntJCES), 7(1): 393-412.
- Ünal, N., Şanlıer, N. & Şengil, A. Z. (2021). Evaluation of the university students' readiness for online learning and the experiences related to distance education during the pandemic period. İnönü University Journal of Vocational School of Health Service, 9(1): 89-104.
- Wang, C., Cheng, Z., Yue, X.G. & McAleer, M. (2020). Risk management of Covid-19 by universities in China. Journal of Risk and Financial Management, 13(36): 1–6.
- Warner, D., Christie, G., & Choy, S. (1998). Readiness of VET clients for flexible delivery including online learning. Brisbane: Australian National Training Authority.
- Woodcock, S., Sisco, A. & Eady, M. (2015). The learning experience: Training teachers using online synchronous environments. Journal of Educational Research and Practice, 5(1): 21–34.
- Yakar, L. & Yıldırım Yakar, Z. (2021). Investigation of attitudes towards distance education and readiness for e-learning of education faculty students. Mersin University Journal of the Faculty of Education, 17(1): 1-21.
- Yaman, S., Cansüngü Koray, Ö & Altunçekiç, A. (2004). A research on the investigation of the self-sufficiency belief levels of the science education teacher candidates. The Journal of Turkish Educational Sciences, 2(3): 355-366.
- Yıldız, E. & Seferoğlu S.S. (2020). Examination of self-efficacy perception of distance education students about online technologies. Celal Bayar University Journal of Social Sciences, 18(1): 33-46.
- Yolcu, H.H. (2020). Preservice elementary teachers’ distance education experiences at the time of coronavirus (covid-19) pandemic. Journal of Open Education Applications and Research, 6(4): 237-250.
- Zengin Y. & Duran Ş. (2023). The effect of online education on students' self-efficacy and performance in the covid-19 process. Journal of Business Economics and Management Research, 2: 157-174.
- Zusho, A. & Pintrich, P.R. (2003). Skill and will: the role of motivation and cognition in the learning of college chemistry. International Journal of Science Education, 25(9): 1081-1094.
There are 60 citations in total.
Details
| Primary Language | English |
|---|---|
| Subjects | Information Systems Education |
| Journal Section | Research Articles |
| Authors | |
| Early Pub Date | November 3, 2023 |
| Publication Date | November 1, 2023 |
| Acceptance Date | October 11, 2023 |
| Published in Issue | Year 2023 Volume: 10 Issue: 6 |
