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This study examines elementary preservice teachers' self-efficacy beliefs. Quantitative and qualitative research methods were used in this study. In the quantitative part, data were collected from 122 final year preservice teachers. The instrument developed by Tschannen–Moran and Woolfolk–Hoy (2001) was administered to preservice teachers. Findings of the quantitative part revealed that preservice teachers' self-efficacy towards teaching profession was not fully adequate. There were no differences amongst preservice teachers' self-efficacy towards teaching regarding gender and achievement. In the qualitative part of the study, preservice teachers responded to factors involving Student Engagement and Classroom Management based on experiences that they gained in teaching practice. However, their explanation relied on their theoretical knowledge regarding the Instructional Strategies factor. This could be explained as they have lack of experiences regarding this factor.