The aim of this study is to investigate prospective teachers' environmental education self-efficacy in terms of various variables. Survey method was applied in the study, and the data were collected in the 2015-2016 academic year. The study group of the paper consisted of 172 prospective teachers from each grade level who are studying in Social Studies Department, Faculty of Education, Afyon Kocatepe University. The data of the study were collected with the environmental education self-efficacy scale developed by Özdemir, Aydın and Akar-Vural. (2009). The 5-point Likert scale consisted of 15 items and had four sub-dimensions. As a result of the analyses, it was concluded that prospective teachers' self-efficacy perceptions of environmental education were moderate and prospective teachers' self-efficacy perception levels did not show a significant difference according to gender and grade level variables.
The aim of this study is to analyse the self-efficacy of the social studies teachers in regard to the use of smart whiteboards. In the study the self-efficacy of the social studies teachers in regard to the use of smart boards was examined based on some variables (i.e., gender, age and receiving training on the use of information technologies). The study was designed according to the survey design and the participants were 101 social studies teachers working at public secondary schools in Afyonkarahisar province of Turkey. The data of the study were collected using the Self-Efficacy Scale in Using the Interactive Blackboard developed by Yalçınkaya and Özkan (2014). The data collected were analysed with the descriptive statistics, independent group's t Test and one-way analysis of variance. The findings indicate that the self efficacy of the social studies teachers participated in the study was at the level of "agree" suggesting that they perceived themselves competent in using the interactive blackboard. It was found that their self-efficacy in using the interactive blackboard did not vary based on the variables of gender and age, but prior training on information technologies had positive effects on their self-efficacy in using the interactive blackboard.
The aim of this study is to investigate prospective teachers' environmental education self-efficacy in terms of various variables. Survey method was applied in the study, and the data were collected in the 2015-2016 academic year. The study group of the paper consisted of 172 prospective teachers from each grade level who are studying in Social Studies Department, Faculty of Education, Afyon Kocatepe University. The data of the study were collected with the environmental education self-efficacy scale developed by Özdemir, Aydın and Akar-Vural. (2009). The 5-point Likert scale consisted of 15 items and had four sub-dimensions. As a result of the analyses, it was concluded that prospective teachers' self-efficacy perceptions of environmental education were moderate and prospective teachers' self-efficacy perception levels did not show a significant difference according to gender and grade level variables.
Bu çalışmada, sosyal bilgiler öğretmenlerinin teknopedagojik eğitim yeterliklerine ilişkin görüşleri belirlenmeye çalışılmıştır. Hem nicel hem nitel verilerin bir arada değerlendirildiği karma yöntemin kullanıldığı araştırmanın evrenini Afyonkarahisar merkeze bağlı ortaokullarda görev yapan 101 Sosyal Bilgiler öğretmeni oluşturmaktadır. Araştırma verileri Kabakçı-Yurdakul, ve arkadaşları (2012) tarafından geliştirilen Teknopedagojik Eğitim Yeterlikleri Ölçeği ve Görüşme Formu aracılığı ile toplanmıştır. Çalışmanın nicel verileri bir istatistik programı ile analiz edilmiştir. Nicel verilerin analizinde aritmetik ortalama, yüzde, frekans, bağımsız örneklemler için t-testi, tek yönlü varyans analizi kullanılmış, nitel veriler üzerinde ise içerik analizi yapılmıştır. Elde edilen sonuçlara göre Sosyal Bilgiler öğretmenlerinin teknopedagojik eğitim yeterliklerinin ileri düzeyde olduğu belirlenmiştir. Öğretmenlerin teknopedagojik eğitim yeterliklerinin cinsiyete ve yaşa göre anlamlı bir şekilde farklılaşmadığı tespit edilmiştir. Öğretmenlerin teknopedagojik eğitim yeterliklerinin bilgisayar kullanım yeterliklerine ve bilgi teknolojileri eğitimi alma durumuna göre anlamlı bir şekilde farklılaştığı sonucuna ulaşılmıştır. Nitel sonuçlara dayanarak öğretmenlerin teknolojik, pedagojik ve içerik bilgisi bakımından kendilerini yeterli gördükleri, teknolojiyi etkin biçimde kullandıkları söylenebilir.
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