The effect of the educational planning and evaluation lesson on pre-service teachers’ self-efficacy beliefs related to the teaching process

Abstract

The aim of the present study is to analyze the effects of the educational planning and evaluation
lesson on pre-service teachers' self-efficacy beliefs related to the teaching process. The research was based on
the single group pre-test post-test model. Data were collected by applying to the instrument of “Prospective
Teachers’ Self-Efficacy Beliefs Scale regarding Instructional Process” developed by Özdemir (2008). The
Cronbach's alpha reliability coefficient for the whole scale was found to be .95. In the analysis of quantitative
data, t-test for dependent groups, t-test for independent groups, ANOVA and impact size correlation coefficient
were performed. In the analysis of qualitative data, content analysis was adopted. At the end of the study, it was
observed that educational planning and evaluation lesson had a positive influence over pre-service teachers'
self-efficacy beliefs related to the teaching process. As for the qualitative data, the pre-service teachers
emphasized that the educational planning and evaluation lesson had a positive impact on the improvement of
pre-service teachers' self-efficacy beliefs related to the teaching process, but they believed more practice should
be incorporated in the lesson.