INVESTIGATION THE EFFECTS OF FIELD-BASED PRACTICUM EXPERIENCE ON PRESERVICE PHYSICAL EDUCATİON TEACHERS’ SELF-EFFICACY BELIEFS

Abstract

A well-established number of research has been conducted on the role of self-efficacy belief in teaching and learning environments (e.g., Bandura, 1977; 1997). The goal of the study is to examine the effect of the field-based practicum experience on pre-service physical education teachers’ self-efficacy beliefs within one Physical Education and Sport Science Teacher Education Program in a large urban city in Turkey. The participants were 55 (Male = 34 and Female = 21) undergraduate students who enrolled in Physical Education Program in Karadeniz Technical University in 2013-2014 semester. The current study employed pretest-posttest research design. A Turkish version of the Teacher Efficacy Scale (TES) was used to assess the pre-service teacher candidates’ self-efficacy beliefs. By the end of 14-weeks the field-based teacher practicum course, the participants’ self-efficacy beliefs statistically and significantly increased (t (54) = 8.95, p < .05.) The eta squared statistic (.59) indicated a large effect size.