Effect of micro-teaching practices with concrete models on pre-service mathematics teachers' self-efficacy beliefs about using concrete models

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dc.contributor.authorÜnlü, Melihan
dc.date.accessioned13.07.201910:50:10
dc.date.accessioned2019-07-16T08:26:10Z
dc.date.available13.07.201910:50:10
dc.date.available2019-07-16T08:26:10Z
dc.date.issued2018
dc.departmentEğitim Fakültesi
dc.description.abstractThe purpose of the current study was to investigate the effect of micro-teaching practices with concrete models on the pre-service teachers’ self-efficacy beliefs about using concrete models and to determine the opinions of the pre-service teachers about this issue. In the current study, one of the mixed methods, the convergent design (embedded) was used. The participants in the study consisted of 41 pre-service elementary mathematics teachers who were enrolled mathematics teacher education programme at a state university in Turkey. In this research, The Instrument of Pre-service Mathematics Teachers Efficacy Beliefs about Using Concrete Models developed by Bakkaloğlu [44] and interview forms were used as data collection tools. The research revealed that the micro-teaching practices with concrete models had positive effects on the pre-service teachers’ self-efficacy beliefs about using concrete models. Pre-service teachers think that these micro-teaching practices had positive effects on the skills of teaching.
dc.description.sponsorshipFirat University Scientific Research Projects Management Unit
dc.description.sponsorshipThis article is supported under the Aksaray University Scientific Research Project (Project Number: BAP 2017-022) and presented in Academic Conference on Education, Teaching and e-Learning in 11-14 August 2017 in Prague.
dc.identifier.doi10.13189/ujer.2018.060106
dc.identifier.endpage82en_US
dc.identifier.issn2332-3205
dc.identifier.issue1en_US
dc.identifier.scopusqualityN/A
dc.identifier.startpage68en_US
dc.identifier.urihttps://dx.doi.org/10.13189/ujer.2018.060106
dc.identifier.urihttps://hdl.handle.net/20.500.12451/3131
dc.identifier.volume6en_US
dc.indekslendigikaynakScopus
dc.language.isoen
dc.publisherHorizon Research Publishing
dc.relation.ispartofUniversal Journal of Educational Research
dc.relation.publicationcategoryMakale - Uluslararası Hakemli Dergi - Kurum Öğretim Elemanı
dc.rightsinfo:eu-repo/semantics/openAccess
dc.subjectConcrete Models
dc.subjectMicro-teaching
dc.subjectPre-service Mathematics Teachers
dc.subjectSelf-efficacy Beliefs
dc.titleEffect of micro-teaching practices with concrete models on pre-service mathematics teachers' self-efficacy beliefs about using concrete models
dc.typeArticle

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