THE RELATIONSHIP BETWEEN PROSPECTIVE TEACHERS’ PERCEIVED IMPORTANCE OF ONLINE TEACHING COMPETENCIES AND THEIR SELF-EFFICACY BELIEFS


ÖZTÜRK E., Turgut Z.

Turkish Online Journal of Distance Education, vol.24, no.4, pp.21-39, 2023 (ESCI) identifier

  • Publication Type: Article / Article
  • Volume: 24 Issue: 4
  • Publication Date: 2023
  • Doi Number: 10.17718/tojde.1197771
  • Journal Name: Turkish Online Journal of Distance Education
  • Journal Indexes: Emerging Sources Citation Index (ESCI), Scopus, EBSCO Education Source, ERIC (Education Resources Information Center), Index Islamicus
  • Page Numbers: pp.21-39
  • Keywords: online teaching competencies, online teaching self-efficacy, Pre-service teachers
  • Middle East Technical University Affiliated: Yes

Abstract

Online teaching caught in-service teachers off-guard with emergency distance education and sparked interest to teacher education programs. Purpose of this study is to explore self-efficacy beliefs of prospective teachers in teaching online (SETO) and to determine the relationship between pre-service teachers’ importance of online teaching competencies (IOTC) perceptions and their SETO beliefs. 101 pre-service teachers were asked to fill faculty readiness to teach online scale and the responses were analyzed through ANOVA and Pearson Correlation. The results showed a significant difference between pre-service teachers’ majors, exposure to ICT-related experiences, and their SETO beliefs. In addition, there is a significant relationship between pre-service teachers’ IOCT perceptions and SETO beliefs. Understanding the existing SETO beliefs of pre-service teachers is critical because it provides evidence to reassess how pre-service teachers are supported to build their online teaching competencies. The results are expected to make a significant contribution to research on establishing online teaching competencies in Turkiye and assisting teachers in understanding the value of those competencies; as a result, potential implementers may have stronger online teaching self-efficacy in their distance classrooms. The study suggests incorporating technology-based resources into teacher education courses within a digital pedagogy competencies framework to increase preservice teachers’ self-efficacy.