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dc.contributor.authorMurat Bursal
dc.date.accessioned23.07.201910:49:13
dc.date.accessioned2019-07-23T16:35:28Z
dc.date.available23.07.201910:49:13
dc.date.available2019-07-23T16:35:28Z
dc.date.issued2012
dc.identifier.issn1304-6020
dc.identifier.urihttp://www.trdizin.gov.tr/publication/paper/detail/TVRZNE9UY3pNdz09
dc.identifier.urihttps://hdl.handle.net/20.500.12418/3226
dc.description.abstract112 preservice elementary teachers’ perceived peer support levels in a teacher education classroom and their personal science teaching efficacy (PSTE) beliefs were investigated. A significant portion of the participants expressed receiving very low academic and social support from their peers. Based on the results from the multiple regression analysis, perceived peer support scores have been concluded to be a significant predictor of the PSTE scores. Similar to the results from previous studies on PSTE beliefs, perceived peer support level was found to be impacted not by participants’ gender, but by their high-school major area. Parallel to the previous studies, comparing the PSTE scores by high school major area, preservice teachers with science majors have been found to perceive higher peer support, compared to non-science majors. The significant positive correlation between the perceived peer support and PSTE scores supports Bandura’s theory that social environment is an important source of self-efficacy beliefs.en_US
dc.description.abstract112 preservice elementary teachers’ perceived peer support levels in a teacher education classroom and their personal science teaching efficacy (PSTE) beliefs were investigated. A significant portion of the participants expressed receiving very low academic and social support from their peers. Based on the results from the multiple regression analysis, perceived peer support scores have been concluded to be a significant predictor of the PSTE scores. Similar to the results from previous studies on PSTE beliefs, perceived peer support level was found to be impacted not by participants’ gender, but by their high-school major area. Parallel to the previous studies, comparing the PSTE scores by high school major area, preservice teachers with science majors have been found to perceive higher peer support, compared to non-science majors. The significant positive correlation between the perceived peer support and PSTE scores supports Bandura’s theory that social environment is an important source of self-efficacy beliefs.en_US
dc.language.isoengen_US
dc.rightsinfo:eu-repo/semantics/openAccessen_US
dc.subjectEğitimen_US
dc.subjectBilimsel Disiplinleren_US
dc.subjectEğitimen_US
dc.subjectEğitim Araştırmalarıen_US
dc.titlePerceived peer support and personal science teaching efficacy beliefs of preservice elementary teachersen_US
dc.typearticleen_US
dc.relation.journalJournal of Turkish Science Educationen_US
dc.contributor.departmentSivas Cumhuriyet Üniversitesien_US
dc.identifier.volume9en_US
dc.identifier.issue4en_US
dc.identifier.endpage21en_US
dc.identifier.startpage10en_US
dc.relation.publicationcategoryMakale - Ulusal Hakemli Dergi - Kurum Öğretim Elemanıen_US]


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