The Effect of Laboratory Practices Supported by Virtual Learning Environments on Educational Technology Self-Efficiencies of Teacher Candidates

Tanel Z., Bilal Önder E., Tanel R.

Osmangazi Journal of Educational Research, cilt.9, sa.2, ss.119-138, 2022 (Hakemli Dergi)

  • Yayın Türü: Makale / Tam Makale
  • Cilt numarası: 9 Sayı: 2
  • Basım Tarihi: 2022
  • Dergi Adı: Osmangazi Journal of Educational Research
  • Derginin Tarandığı İndeksler: ERIHPlus, Root Indexing, Asos İndeks
  • Sayfa Sayıları: ss.119-138
  • Dokuz Eylül Üniversitesi Adresli: Evet

Özet

It is important that teachers, who are responsible for the qualified integration of technology into the education process, should be equipped with the necessary knowledge and skills. Implementation of technology integration practices with the participation of teacher candidates will contribute to gaining experience. Therefore, in this study, it is aimed to examine the effect of physics laboratory applications supported by virtual learning environments on the self-efficacy of teacher candidates towards educational technologies. The one group pre-test post-test design was used in the study. The study group consisted of 10 male and 18 female physics teacher candidates studying at a state university. The data were obtained by applying the "Education Technology Standards SelfEfficacy (ETSSE) Scale" as the pre-test and post-test. As a result of the analysis, there was no statistically significant difference between the pre-test and post-test self-efficacy scores of the preservice teachers and similar results were obtained in terms of the sub-factors of the scale. While there was no significant difference according to the pre-test self-efficacy scores of male and female candidates, there was a significant difference in favour of female teacher candidates according to the post-test scores.