The effects of the blended teaching practice process on prospective teachers' teaching self - Efficacy and epistemological beliefs

ERDEM M.

EURASIAN JOURNAL OF EDUCATIONAL RESEARCH, cilt.8, sa.30, ss.81-98, 2008 (SSCI) identifier identifier

  • Yayın Türü: Makale / Tam Makale
  • Cilt numarası: 8 Sayı: 30
  • Basım Tarihi: 2008
  • Dergi Adı: EURASIAN JOURNAL OF EDUCATIONAL RESEARCH
  • Derginin Tarandığı İndeksler: Social Sciences Citation Index (SSCI), Scopus, TR DİZİN (ULAKBİM)
  • Sayfa Sayıları: ss.81-98
  • Hacettepe Üniversitesi Adresli: Evet

Özet

Problem Statement: The purpose of pre-service teacher training processes is to ensure that prospective teachers are well-equipped and have the skills necessary to succeed as teachers. The most important step in this process, which includes theoretical and applied activities, is teaching practice. In this process, prospective teachers try to solve real problems, observe learning processes, and witness differences between the planned environment and the real world. In addition, this process gives them a chance to benefit from a variety of approaches in the real world. Therefore, by creating new experience opportunities, the process of teaching practice should offer opportunities for prospective teachers to recognize their needs, and to make changes in their ways of thinking and modifications to their belief systems, since these facts are the fundamental dynamics used in guiding our actions.