Abstract :
The purpose of this study is to investigate and reveal the self-efficiency levels of the preschool teacher candidates studying at the Educational Faculty of a Foundation University in Differentiated Education based on their viewpoints. The Scanning Method was used in this study. The universe of the study consists of the 120 preschool teacher candidates studying at the Educational Faculty of a Foundation University in Istanbul in 2015-2016 Academic year. 96 volunteering teacher candidates were included in the study. The Quantitative Data Analysis was used in the study, and the data were collected with the “Differentiated Education Questionnaire”, which was developed by the author of the study. The data in the study were analyzed with frequency, percentage, arithmetic averages, and Chi-Square. According to the results of the study, the preschool teacher candidates consider themselves as sufficient in many of the items of Differentiated Education. They find themselves as being insufficient in some parts of the application of the Differentiated Education. They consider themselves as being insufficient in items such as preparing educational activities for upper-level students, layering the class according to students from each level, motivating all students, preparing plans by receiving the opinions of the students. There were significant differences between the status of the preschool teacher candidates according to receiving seminars, conferences, etc. on Differentiated Education, having read books-publications, and using self-efficiency in Differentiated Education. The topics in which the preschool teacher candidates feel themselves as being insufficient must be provided in the curriculum.
