Pre-service Classroom Teachers’ Attitude Toward the Constructivist Approach as a Predictor of Their Self-efficacy for the Implementation of the Constructivist Approach (A case of Afyonkarahisar)

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The purpose of this study was to examine whether pre-service classroom teachers’ self-efficacy forimplementation of the constructivist approach is correlated with and predicted by their attitudes toward the constructivist approach. Data were collected from 228 pre-service classroom teachers being taught at Afyon Kocatepe University through the Constructivist Approach Attitude Scale developed by Evrekli, İnel, Balım and Kesercioğlu (2009) and the Scale of Self-Efficacy for Implementation of the Constructivist Approach developed by Evrekli, Şaşmaz-Ören and İnel (2010). Data were analyzed through canonical correlations and bivariate regression techniques. As a result of this study, it was found out that pre-service classroom teachers’ self-efficacy for implementation of the constructivist approach (self-efficacy for planning a constructivist lesson, for a constructivist teaching-learning process, for a constructivist measurement-evaluation process, and for creating a constructivist learning environment) is positively correlated with and significantly predicted by their attitudes toward the constructivist approach.

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Constructivist approach , attitude , self , efficacy , pre , service classroom teachers

Mersin University Journal Of The Faculty Of Education

96

Mersin University Journal Of The Faculty Of Education