A Bibliometric Analysis of Research on Pre-Service Teachers’ Self-Efficacy Research

Year 2024, Volume: 10 Issue: 2, 242 - 268, 01.08.2024

Serap Nur Duman , İlkay Doğan Taş

Abstract

In recent years, self-efficacy has emerged as a prominent subject of study in educationand teacher training. This concept encapsulates an individual's belief in their ability to effectively utilize personal skills to achieve success and exhibit success-oriented performance. This belief in teachers and pre-service teachers is a dynamic construct that is both shaped by and shapes a myriad of individual and environmental factors such as achievement, expectations, experiences, motivation, sociocultural context, and abilities. Therefore, teacher self-efficacy has been the subject of numerous quantitative and qualitative studies in different countries, analysing its various dimensions. A systematic review of these studies is crucial to provide a comprehensive understanding of the existing research. A bibliometric analysis was conducted on 355 articles retrieved from the Web of Science database using the keywords "pre-service teacher" and "self-efficacy" to examine the existing literature systematically. The VOSviewer software was utilized for this analysis, and the findings regarding pre-service teachers and self-efficacy were illustrated through visual maps and tables. The analysis revealed that a substantial portion of the articles pertained to the fields of Education and Educational Research. In addition, the first article about self-efficacy was published in 1991. Since 2008, studies on pre-service teachers and self-efficacy have increased. Considering the number of articles by year, it is seen that a significant number of studies were conducted between 2020-2023. It is believed that the findings obtained will contribute to new research on pre-service teachers and self-efficacy. In particular, evaluating the skills and competencies that stand out in the newly published curricula together with the concept of self-efficacy will contribute to both prospective teachers and teacher education programs.

Keywords

Pre-service teacher, Self-efficacy, Bibliometry

Öğretmen Adayları Öz-Yeterliği Araştırmalarına İlişkin Bibliyometrik Analiz Çalışması

Abstract

Eğitim-öğretim süreçlerinde ve öğretmen eğitiminde son yıllarda sıklıkla çalışılan konulardan biri öz-yeterliktir. Öz-yeterlik, başarı elde etmek ve başarıya yönelik performans sergilemek için bireyin kendi öz-yeteneklerini kullanabilmesine yönelik sahip olduğu inancı ifade etmektedir. Öğretmen ve öğretmen adaylarında bu inanç; başarı, beklenti, deneyim, motivasyon, sosyo-kültürel ortam, beceri gibi bazen bireysel bazen çevresel pek çok değişkenden etkilenen ve aynı zamanda bu değişkenleri etkileyen bir yapıdadır. Bu nedenle öğretmen ve öğretmen adaylarında öz-yeterlik, farklı ülkelerde farklı boyutlarıyla bazen nicel bazen nitel pek çok araştırmaya konu olmuştur. Yapılan bu çalışmaların birlikte ele alınması, gerçekleştirilen çalışmalara sistematik bir bakış açısı sunmak için önemli görülmektedir. Bu amaçla Web of Science veri tabanı üzerinden “pre-service teacher”, “self-efficacy” ve “preservice teacher” anahtar kelimeleriyle tarama yapılmış ve elde edilen 355 makale ile bibliyometrik analiz gerçekleştirilmiştir. Bibliyometrik analiz sürecinde VOSviewer programı kullanılmış ve öğretmen adayları ile öz-yeterlik hakkında yapılan araştırmalara ilişkin elde edilen bulgular görsel haritalar ve tablolar ile sunulmuştur. Elde edilen bulgulara dayalı olarak makalelerin genellikle Eğitim ve Eğitsel konu alanında tamamlandığı belirlenmiştir. Bunun yanında öz-yeterlik hakkında ilk makalenin 1991 yılında yapılmıştır. 2008 yılından itibaren öğretmen adayları ve öz-yeterlik hakkında yapılan çalışmalar artış göstermiştir. Yıllara göre makale sayıları göz önüne alındığında 2020-2023 arasında ciddi sayıda çalışma yapıldığı görülmektedir. Elde edilen bulguların öğretmen adayları ve öz-yeterlik hakkında yapılacak yeni araştırmalara katkıda bulunacağı düşünülmektedir. Özellikle yeni yayınlanan öğretim programlarında öne çıkan beceri ve yeterlikler ile öz-yeterlik kavramının birlikte değerlendirilmesi hem öğretmen adaylarına hem öğretmen eğitimi programlarına katkıda bulunacaktır.

Keywords

Öğretmen adayı, Öz-yeterlik, Bibliyometri

References

• Allinder, R. M. (1994). The relationship between efficacy and the instructional practices of special education teachers and consultants. Teacher Education and Special Education, 17(2), 86-95.
• Armor, D., Conroy-Oseguera, P., Cox, M., King, N., McDonnell, L., Pascal, A., Pauly, E., & Zellman, G. (1976). Analysis of the school preferred reading programs in selected Los Angeles minority schools. REPORT NO. R-2007- LAUSD. Santa Monica, CA: Rand Corporation (ERIC Document Reproduction Service No. 130 243).
• Bağış, M. (2022). Bibliyometrik araştırmalarda kullanılan başlıca analiz teknikleri. Oğuzhan Öztürk, Gökhan Gürler (Ed.), Bir literatür inceleme aracı olarak bibliyometrik analiz içinde (97-109). Ankara: Nobel Yayınevi.
• Bandura, A. (1977). Self-efficacy: Toward a unifying theory of behavioral change. Psychological Review, 84(2), 191-215.
• Barni, D., Danioni, F., & Benevene, P. (2019) Teachers’ self-efficacy: The role of personal values and motivations for teaching. Frontiers in Psychology, 10, 1645. doi: 10.3389/fpsyg.2019.01645
• Bıkmaz, F.H. (2002). Fen öğretiminde öz-yeterlik inancı ölçeği. Educational Sciences and Practice, 1(2), 197-210.
• Brouwers A., & Tomic W. (2000). A longitudinal study of teacher burnout and perceived self-efficacy in classroom management. Teaching and Teacher Education, 16, 239–253.
• Brouwers, A., & Tomic, W. (2003). A test of the factorial validity of the Teacher Efficacy Scale. Research in Education, 69, 67–80.
• Caprara, G. V., Barbaranelli, C., Steca, P., & Malone, P. S. (2006). Teachers' self-efficacy beliefs as determinants of job satisfaction and students' academic achievement: A study at the school level. Journal of School Psychology, 44(6), 473-490.
• Chan, D. W. (2008). Dimensions of teacher self-efficacy among Chinese secondary school teachers in Hong Kong. Educational Psychology, 28, 181–94.
• Coladarci, T. (1992). Teachers' sense of efficacy and commitment to teaching. Journal of Experimental Education, 60(4), 323-337.
• Deemer, S. A., & Minke, K. M. (1999). An investigation of the factor structure of the teacher efficacy scale. Journal of Educational Research, 93, 3–10.
• Denzine, G. M., Cooney, J. B., & McKenzie, R. (2005). Confirmatory factor analysis of the Teacher Efficacy Scale for prospective teachers. British Journal of Educational Psychology, 75, 689–708.
• Diken, I.H. (2004). Öğretmen yeterlik ölçeği Türkçe uyarlaması, geçerlik ve güvenirlik. Eurasian journal of Educational Research, 16, 102-112.
• Dolgun, H., & Caner, M. (2018). Self-efficacy Belief profiles of pre-service and ın-service EFL teachers. Mehmet Akif Ersoy Üniversitesi Eğitim Fakültesi Dergisi (48), 602-623.
• Elmer, T., Mepham, K., & Stadtfeld, C. (2020) Students under lockdown: Comparisons of students’ social networks and mental health before and during the COVID-19 crisis in Switzerland. PLoS ONE 15(7): e0236337. Doi: https://doi.org/10.1371/journal.pone.0236337
• Emmer, E. T., & Hickman, J. (1991). Teacher efficacy in classroom management and discipline. Educational and Psychological Research, 11(1), 1-14.
• Emmer, E. T., & Stough, L. M. (2001). Classroom management: A critical part of educational psychology, with implications for teacher education. Educational Psychologist, 36(2), 103-112.
• Ertmer, P. A., & Ottenbreit-Leftwich, A. T. (2010). Teacher technology change: How knowledge, confidence, beliefs, and culture intersect. Journal of Research on Technology in Education, 42(3), 255-284.
• Friedman I. A., Kass E. (2002). Teacher self-efficacy: A classroom-organization conceptualization. Teaching and Teacher Education, 18, 675–686.
• Gibson, S., & Dembo, M. H. (1984). Teacher efficacy: A construct validation. Journal of Educational Psychology, 76(4), 569-582.
• Giusti, L., Mammarella, S., Salza, A., Del Vecchio, S., Ussorio, D., Casacchia, M., & Roncone, R. (2021). Predictors of academic performance during the COVID-19 Outbreak: Impact of distance education on mental health, social cognition and memory abilities in an Italian University student sample. BMC Psychology, 9, 142. Doi: https://doi.org/10.1186/s40359-021-00649-9
• Guskey, T. R. (1988). Teacher efficacy, self-concept, and attitudes toward the implementation of instructional innovation. Teaching and Teacher Education, 4(1), 63-69.
• Ho, I. T., & Hau, K. T. (2004) ‘Australian and Chinese teacher efficacy: Similarities and differences in personal instruction, discipline, guidance efficacy and beliefs in external determinants.’ Teaching and Teacher Education, 20, pp. 313–23.
• Klassen R. M., Bong M., Usher E. L., Chong W. H., Huan V. S., Wong I. Y. F., Georgiou T. (2009). Exploring the validity of a teachers’ self-efficacy scale in five countries. Contemporary Educational Psychology, 34, 67–76.
• Klassen, R. M., Tze, V. M. C., Betts, S. M., & Gordon, K. A. (2011). Teacher efficacy research 1998-2009: Signs of progress or unfulfilled promise? Educational Psychology Review, 23(1), 21-43.
• Malinen O. P., Savolainen H., Engelbrecht P., Xu J., Nel M., Nel N., Tlale D. (2013). Exploring teacher self-efficacy for inclusive practices in three diverse countries. Teaching and Teacher Education, 33, 34–44.
• Midgley, C., Feldlaufer, H., & Eccles, J. S. (1989). Change in teacher efficacy and student self- and task-related beliefs in mathematics during the transition to junior high school. Journal of Educational Psychology, 81(2), 247-258.
• Elizabeth Minaya-Herrera, M., Requena Cabral, G., Mamani-Benito, O., Apaza Tarqui, E. E., & Landa-Barzola, M. (2022). Adaptation and workload as predictors of professional self-efficacy in Peruvian university teachers during the COVID-19 pandemic. Electronic Journal of Research in Educational Psychology, 20(56), 27-42.
• Moore, M. G., Dickson-Deane, C., & Galyen, K. (2011). e-Learning, online learning, and distance learning environments: Are they the same? The Internet and Higher Education, 14(2), 129-135.
• Narayanan, M., Ordynans, J. G., Wang, A., McCluskey, M. S., Elivert, N., Shields, A. L., & Ferrell, A. C. (2023). Putting the self in self-efficacy: Personal Factors in the development of early teacher self-efficacy. Education and Urban Society, 55(2), 175-200. https://doi.org/10.1177/00131245211062528
• Özüdoğru, G. (2021). Problems faced in distance education during Covid-19 Pandemic. Participatory Educational Research, 8(4), 321-333. Doi: https://doi.org/10.17275/per.21.92.8.4
• Riggs I. M., Enochs L. G. (1990). Toward the development of an elementary teacher’s science teaching efficacy belief instrument. Science Education, 74, 625–637.
• Sang G., Valcke M., van Braak J., & Tondeur J. (2010). Student teachers’ thinking processes and ICT integration: Predictors of prospective teaching behaviors with educational technology. Computers & Education, 54, 103–112.
• Siwatu K. O. (2007). Pre-service teachers’ culturally responsive teaching self-efficacy and outcome expectancy beliefs. Teaching and Teacher Education, 23, 1086–1101.
• Tschannen-Moran M., & Johnson D. (2011). Exploring literacy teachers’ self-efficacy beliefs: Potential sources at play. Teaching and Teacher Education, 27, 751–761.
• Tschannen-Moran, M., & McMaster, P. (2009). Sources of self-efficacy: Four professional development formats and their relationship to self-efficacy and implementation of a new teaching strategy. The Elementary School Journal, 110(2), 228-245.
• Tschannen-Moran, M., & Woolfolk Hoy, A. (2001). Teacher efficacy: Capturing an elusive construct. Teaching and Teacher Education, 17(7), 783-805.
• Tschannen-Moran, M., Woolfolk Hoy, A., & Hoy, W. K. (1998). Teacher efficacy: Its meaning and measure. Review of Educational Research, 68(2), 202-248.
• Van Eck, N. J., & Waltman, L. (2010). Software survey: VOSviewer, a computer program for bibliometric mapping. Scientometrics, 84(2), 523-538. Doi: https://doi.org/10.1007/s11192-009-0146-3
• Weißenfels, M., Klopp, E., & Perels, F. (2022). Changes in teacher burnout and self-efficacy during the COVID-19 pandemic: Interrelations and e-Learning Variables Related to Change. Frontiers in Psychology, 6:736992. doi: 10.3389/feduc.2021.736992
• Woolfolk Hoy, A., Rosoff, B. & Hoy, W. K. (1990) ‘Teachers’ sense of efficacy and their beliefs about managing students.’ Teaching and Teacher Education, 6, 137–48.
• Zee, M., & Koomen, H. M. Y. (2016). Teacher self-efficacy and its effects on classroom processes, student academic adjustment, and teacher well-being: A synthesis of 40 years of research. Review of Educational Research, 86(4), 981-1015.
• Zimmerman, B. J. (2000). Self-efficacy: An essential motive to learn. Contemporary Educational Psychology, 25(1), 82-91.
• Zupic, I., and Čater, T. (2015). Bibliometric methods in management and organization. Organizational Research Methods, 18(3), 429-472. https://doi.org/10.1177/1094428114562629