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The Relationship between Self-Efficacy Beliefs of Teacher Candidates and Their Attitudes about Computer-Assisted Instruction

The aim of this study is to determine preschool teacher candidates’ self-efficacy belief levels and their attitudes about computer-assisted instruction as well as to determine the relationship between those two notions. In this study the preferred method employed was the mixed method where both quantitative and qualitative data is used conjointly. The data in the quantitative dimension of the study were collected with “Preschool Teachers’ Self-Efficacy Beliefs Scale” developed by Tepe and Demir (2011) and “Computer-Assisted Instruction Attitude Scale”, developed by Arslan (2006).The data in the qualitative dimension of the study were collected through an interview form developed by the researchers. Quantitative data were analyzed by a statistics software program and qualitative data were construed by descriptive analysis. The population of the research consisted of teacher candidates who are studying in the Preschool Education departments of Fırat, Cumhuriyet, Amasya, Adıyaman, Ahi Evran, and Dicle Universities in the 2017-2018 academic year. In this context, assessments are done regarding several variable. Accordingly, female teacher candidates’ self-efficacy levels, and their attitudes about computer-assisted instruction are determined to be higher, significant difference is ascertained in favor of teacher candidates who are in their senior years and who own their own personal computers. In addition, a low-level significant correlation in the positive direction was established between the teacher candidates’ self-efficacy levels and their attitudes about computer-assisted instruction.

Computer-assisted instruction, preschool teacher candidate, self-efficacy, attitude


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