An Examination of Special Education Teacher Candidates’ Self-Efficacy Levels Towards Science Teaching
Synopsis
Science education is a part of daily life. It plays a role in individuals’ development of solutions to the problem situations they encounter by using scientific process skills. According to the inclusive education approach, the importance of “Science Education for All” is emphasized. Teachers have important responsibilities in individualizing instruction in science education. Self-efficacy describes individuals’ belief that they can display sufficient performance in a situation. Teachers’ having high self-efficacy beliefs in science teaching is effective in enabling their students to benefit from instruction at a high level and in strengthening teachers’ own beliefs about their own professional development. This study examined special education teacher candidates’ self-efficacy beliefs towards science teaching. The descriptive survey model was utilized, and data were collected from 185 special education teacher candidates using the Self-Efficacy Belief Scale in Science Teaching. The results demonstrated that participants’ science teaching self-efficacy beliefs differed significantly depending on whether they had previously graduated from a higher education institution. An individual’s motivation is determinant on their performance success, and self-efficacy is affected by prior experiences and knowledge.
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