Ali Osman ENGİN
This study aims to examine the levels of self-efficacy for teaching among the teacher candidates from the Department of Physical Education and Sports Teaching. For this purpose, "Teacher SelfEfficacy Scale" was applied on 94 students from the School of Physical Education and Sports. The scale has 3 dimensions which are “self-efficacy for ensuring student participation", "self-efficacy for teaching strategies" and "self-efficacy for classroom management". As descriptive statistics, arithmetic average and standard deviation statistics were used to analyse the data. The examination of statistical values regarding the students' answers to the statements in each factor reveals that teacher candidates have a very high level of self-efficacy for increasing the participation of students who do not have much interest in the class, for providing talented students with convenient learning atmosphere and for taking under control the behaviours that can negatively affect the classroom atmosphere. In addition, the examination of the areas that the teacher candidates' self-efficacy is lowest indicates that they have low self-efficacy in dealing with the students difficult to work with, in using different evaluation techniques and in developing and implementing classroom management systems appropriate for different student groups in the classroom. Based on these results, the competencies of the physical education and sports teachers towards providing appropriate learning environment for the students with, in particular, the difficulties to work together should be first developed. In addition, they should also be educated well on using appropriate measurement and evaluation techniques as well as using appropriate classroom management methods to provide suitable learning environment with different groups of students in the classroom.
Keywords: Physical Education Teacher Candidate, Self-Efficacy, Student Participation, Teaching Strategy, Classroom Management