Abstract

The purpose of this study is to evaluate the change in the level of teachers’ self-efficacy perception of primary school Social Studies pre-service teachers who take the special teaching methods class. Single group pretest-posttest model from pre-experimental patterns was applied in the research. The study group of the research consisted of 59 students in third year in the spring semester of 2012-2013 Academic Year in Primary School Social Studies at Buca Education Faculty, Dokuz Eylül University. These students are those who attend the special teaching methods class in a 14 week period between February and June. Teacher Self-Efficacy Scale, prepared by Açıkgöz and GökdaÄŸ, was developed to determine the self-efficacy of teachers to collect research data. Validity and reliability study was repeated by the scale researcher in 2012-2013 teaching year and applied on 652 pre-service teachers. Cronbach Alpha Reliability Coefficient is calculated for the general scale was .85.  Teacher Self-Efficacy Scale, a 5 point Likert scale consisting 29 items is calculated as follows: teaching efficacy subscale coefficient of 0.94, teacher impact subscale of 0.69, student impact subscale of 0.60. The scale was applied as pretest and posttest on pre-service teachers who attended the 14-week special teaching class. The findings of research revealed that the primary school social studies pre-service teachers scored over the average in their general self-efficacy pretest, also, special teaching methods class did not lead to a significant difference on their general teacher self-efficacy perception and there was a significant difference only in student impact sub-scale basis.

Key words: Teaching vocational classes, teacher self-efficacy perception, pre-service teacher.