The purpose of the study was to examine the relationship between Turkish preservice early childhood teachers’ self-efficacy
beliefs and their mentor teachers’ mentoring. The study also examined related factors including the mentor teachers’ modeling, the
feedback provided by the mentor teachers, the amount of time mentor teachers devoted to teaching science, and the amount of time spent
teaching science by the preservice teachers. Participating in the study was a sample of 96 Turkish preservice early childhood teachers and
their mentor teachers (N=41). The data were collected at two Turkish universities during the time when the preservice teachers were
completing their teaching practicum or field-experience. The Pre-Service Science Teaching Efficacy Belief Instrument (STEBI-B) was
administered to the preservice teachers to measure their self-efficacy beliefs. A related instrument (STEBI-A) was also administered to
the mentor teachers to measure their self-efficacy beliefs. As the preservice teachers were participating in their practical teaching
experiences in kindergarten classes in Turkish public schools they completed the Science Experiences Time Tracker Record. This instrument
was designed to measure the amount of time spent on science teaching and observing activities by the preservice teachers and mentors. At
the conclusion of the field experiences the preservice teachers were administered the Mentoring for Effective Science Teaching (MEST)
instrument. This instrument was designed to measure the preservice teachers’ perceptions of their mentoring teachers’ mentoring
activities, including modeling and feedback. Correlational analyses were used to measure the relationship between the preservice and
mentor teachers’ self-efficacy beliefs. Correlational analyses were also used to measure the relationships between the preservice
teachers’ self-efficacy beliefs and the amount of time they spent teaching science, the amount of time they spent observing science
teaching, and their mentor teachers’ modeling and feedback. There was a statistically significant correlation between the mentor and
preservice teachers’ self-efficacy beliefs. There was also a statistically significant correlation between the time spent teaching science
and the preservice teachers’ self-efficacy. Also, correlated with the preservice teachers’ self-efficacy beliefs were the measures of
mentor teachers’ modeling and feedback. The correlations uncovered in this study suggest that if preservice teachers have an opportunity
to see the outcomes of their teaching, and receive constructive feedback from their mentor teachers, they will probably have more
confidence in their teaching, and thereby increase their self-efficacy beliefs. / A Dissertation submitted to the School of Teacher Education in partial fulfillment of the
requirements for the degree of Doctor of Philosophy. / Fall Semester 2016. / November 7, 2016. / MENTORING, PRESERVICE EARLY CHILDHOOD TEACHERS, SCIENCE TEACHING, SELF EFFICACY BELIEFS, TEACHING
PRACTICA / Includes bibliographical references. / Ithel Jones, Professor Directing Dissertation; Ming Cui, University Representative; Diana Rice,
Committee Member; Lindsey Dennis, Committee Member.
| Identifer | oai:union.ndltd.org:fsu.edu/oai:fsu.digital.flvc.org:fsu_405630 |
| Contributors | Simsar, Ahmet (authoraut), Jones, Ithel (professor directing dissertation), Cui, Ming, 1971- (university representative), Rice, Diana Claries, 1949-- (committee member), Dennis, Lindsay Rae (committee member), Florida State University (degree granting institution), College of Education (degree granting college), School of Teacher Education (degree granting departmentdgg) |
| Publisher | Florida State University, Florida State University |
| Source Sets | Florida State University |
| Language | English, English |
| Detected Language | English |
| Type | Text, text |
| Format | 1 online resource (131 pages), computer, application/pdf |
| Rights | This Item is protected by copyright and/or related rights. You are free to use this Item in any way that is permitted by the copyright and related rights legislation that applies to your use. For other uses you need to obtain permission from the rights-holder(s). The copyright in theses and dissertations completed at Florida State University is held by the students who author them. |
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