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dc.contributor.authorSenler, Burcu
dc.contributor.authorSungur, Semra
dc.date.accessioned2020-11-20T16:34:46Z
dc.date.available2020-11-20T16:34:46Z
dc.date.issued2010
dc.identifier.issn1877-0428
dc.identifier.urihttps://doi.org/10.1016/j.sbspro.2010.12.232
dc.identifier.urihttps://hdl.handle.net/20.500.12809/4706
dc.description1st World Conference on Learning, Teaching and Administration (WCLTA) - OCT 29-31, 2010 - Amer Univ, Cairo, EGYPTen_US
dc.descriptionWOS: 000298553200126en_US
dc.description.abstractThe aim of this study is to determine pre-service science teachers' teaching self-efficacy in terms of students engagement, instructional strategies, and classroom management. For the specified purpose, 1794 pre-service science teachers (876 males and 905 females) participated in the study. Results showed that pre-service science teachers have self-efficacy to use instructional strategies effectively and to manage classroom at higher levels than the efficacy to engage all students in learning. (C) 2010 Published by Elsevier Ltd.en_US
dc.item-language.isoengen_US
dc.publisherElsevier Science Bven_US
dc.relation.ispartofseriesProcedia Social and Behavioral Sciences
dc.item-rightsinfo:eu-repo/semantics/openAccessen_US
dc.subjectTeaching Self-Efficacyen_US
dc.subjectPre-Service Teachersen_US
dc.subjectScience Educationen_US
dc.titlePre-service science teachers' teaching self-efficacy: a case from Turkeyen_US
dc.item-typeconferenceObjecten_US
dc.contributor.departmenten_US
dc.contributor.departmentTemp[Senler, Burcu] Mugla Univ, TR-48187 Mugla, Turkey -- [Sungur, Semra] Middle E Tech Univ, TR-06531 Ankara, Turkeyen_US
dc.identifier.doi10.1016/j.sbspro.2010.12.232
dc.identifier.volume9en_US
dc.relation.journalWorld Conference on Learning, Teaching and Administration Papersen_US
dc.relation.publicationcategoryKonferans Öğesi - Uluslararası - Kurum Öğretim Elemanıen_US


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