Abstract:Teaching efficacy beliefs influence how teachers think about teaching, how they motivate themselves, and how they behave in their classrooms. Science teaching efficacy belief has two dimensions: personal science teaching efficacy and science teaching outcome expectancy beliefs. In this context, it is aimed to examine preservice science teachers' personal science teaching efficacy beliefs and outcome expectancy beliefs. The cross-sectional survey model, one of the descriptive research designs, was used in the p… Show more
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