[{"data":1,"prerenderedAt":-1},["ShallowReactive",2],{"detail-sidebar-cat-0-en-105":3,"doc-seo-601409-105":59,"doc-detail-601409-en":130},{"code":4,"msg":5,"data":6},0,"success",[7,13,18,23,28,33,38,43,48,51,55],{"id":8,"doc_module":4,"doc_module_name":9,"category_name":10,"show_sort_weight":11,"slug":12},1,"Document","Story & Novel",90,"story-novel",{"id":14,"doc_module":4,"doc_module_name":9,"category_name":15,"show_sort_weight":16,"slug":17},2,"Literature",80,"literature",{"id":19,"doc_module":4,"doc_module_name":9,"category_name":20,"show_sort_weight":21,"slug":22},4,"Exam",70,"exam",{"id":24,"doc_module":4,"doc_module_name":9,"category_name":25,"show_sort_weight":26,"slug":27},5,"Comic",60,"comic",{"id":29,"doc_module":4,"doc_module_name":9,"category_name":30,"show_sort_weight":31,"slug":32},6,"Technology",50,"technology",{"id":34,"doc_module":4,"doc_module_name":9,"category_name":35,"show_sort_weight":36,"slug":37},7,"Healthcare",40,"healthcare",{"id":39,"doc_module":4,"doc_module_name":9,"category_name":40,"show_sort_weight":41,"slug":42},8,"Research & Report",30,"research-report",{"id":44,"doc_module":4,"doc_module_name":9,"category_name":45,"show_sort_weight":46,"slug":47},9,"Religion & Spirituality",20,"religion-spirituality",{"id":46,"doc_module":4,"doc_module_name":9,"category_name":49,"show_sort_weight":46,"slug":50},"World Cup","world-cup",{"id":52,"doc_module":4,"doc_module_name":9,"category_name":53,"show_sort_weight":52,"slug":54},10,"Lifestyle","lifestyle",{"id":56,"doc_module":4,"doc_module_name":9,"category_name":57,"show_sort_weight":24,"slug":58},19,"General","general",{"code":4,"msg":60,"data":61},"ok",{"site_id":62,"language":63,"slug":64,"title":65,"keywords":66,"description":67,"schema_data":68,"social_meta":123,"head_meta":125,"extra_data":127,"updated_unix":129},105,"en","dinamika-ilmu-vol-22-no-2-the-relationship-between-science-teacher-candidates-attitudes-towards-teaching-profession-and-their-self-efficacy-beliefs-towards-teaching-science","DINAMIKA ILMU - Vol. 22 No. 2 - The Relationship between Science Teacher Candidates’ Attitudes towards Teaching Profession and Their Self-Efficacy Beliefs towards Teaching Science","","Examine the relationship among pre-service science teachers’ attitudes toward the teaching profession, their learning styles, and their self-efficacy beliefs for science teaching. The study draws on 127 teacher candidates from a state university’s Science Education Department in the 2020–2021 academic year and uses the Science Teaching Self-Efficacy Belief Scale, Kolb Learning Style Inventory III, and the Attitude towards Teaching Profession Scale. Findings show generally positive attitudes and assimilating learning styles, with self-efficacy at a sufficient level and several gender- and grade-level differences across sub-dimensions.",{"@graph":69,"@context":122},[70,84,105],{"@type":71,"itemListElement":72},"BreadcrumbList",[73,77,79,82],{"item":74,"name":75,"@type":76,"position":8},"https://docshare.wps.com","Home","ListItem",{"item":78,"name":9,"@type":76,"position":14},"https://docshare.wps.com/document/",{"item":80,"name":40,"@type":76,"position":81},"https://docshare.wps.com/document/research-report/",3,{"item":83,"name":65,"@type":76,"position":19},"https://docshare.wps.com/document/dinamika-ilmu-vol-22-no-2-the-relationship-between-science-teacher-candidates-attitudes-towards-teaching-profession-and-their-self-efficacy-beliefs-towards-teaching-science/601409/",{"url":83,"name":65,"@type":85,"image":86,"author":91,"headline":65,"publisher":94,"fileFormat":97,"inLanguage":63,"description":67,"dateModified":98,"datePublished":99,"encodingFormat":97,"isAccessibleForFree":100,"interactionStatistic":101},"DigitalDocument",{"url":87,"@type":88,"width":89,"height":90},"https://docshare.wps.com/thumbnails/dinamika-ilmu-vol-22-no-2-the-relationship-between-science-teacher-candidates-attitudes-towards-teaching-profession-and-their-self-efficacy-beliefs-towards-teaching-science/601409.png","ImageObject",300,407,{"name":92,"@type":93},"hdkawk","Person",{"url":74,"name":95,"@type":96},"DocShare","Organization","application/pdf","2026-10-30","2026-10-15",true,{"@type":102,"interactionType":103,"userInteractionCount":39},"InteractionCounter",{"@type":104},"ViewAction",{"@type":106,"mainEntity":107},"FAQPage",[108,114,118],{"name":109,"@type":110,"acceptedAnswer":111},"What is the main goal of the study?","Question",{"text":112,"@type":113},"To examine how pre-service science teachers’ attitudes toward the teaching profession relate to their learning styles and their self-efficacy beliefs for science teaching.","Answer",{"name":115,"@type":110,"acceptedAnswer":116},"How was the research conducted and what sample was used?",{"text":117,"@type":113},"The study used a relational survey model with 127 teacher candidates in a state university’s Science Education Department during the 2020–2021 academic year, analyzing data with SPSS.",{"name":119,"@type":110,"acceptedAnswer":120},"What key results were found about learning styles, attitudes, and self-efficacy?",{"text":121,"@type":113},"Pre-service teachers generally showed an assimilating learning style and a positive attitude toward the teaching profession; self-efficacy beliefs in science teaching were at a sufficient level, with significant differences by gender and grade levels in relevant sub-dimensions.","https://schema.org",{"og:url":83,"og:type":124,"og:title":65,"og:site_name":95,"og:description":67},"article",{"robots":126,"canonical":83},"index,follow",{"doc_id":128,"site_id":62},601409,1792161579,{"code":4,"msg":5,"data":131},{"doc_id":128,"user_id":132,"nickname":92,"user_avatar":133,"doc_module":4,"category_id":39,"category_name":40,"doc_title":65,"doc_description":67,"doc_content":134,"file_id":135,"file_url":136,"file_type":137,"file_size":138,"view_count":39,"is_deleted":4,"is_public":8,"is_downloadable":8,"audit_status":8,"page_count":139,"language":140,"language_code":63,"site_id":62,"html_lang":63,"table_of_contents":141,"faqs":142,"seo_title":143,"seo_description":67,"update_tm":144,"read_time":145},3985747859855,"https://ap-avatar.wpscdn.com/davatar_276721f389ce27ea32af1340a28f341c","DINAMIKA ILMU  \nVol. 22 No. 2, 2022  \nP-ISSN: 1411-3031; E-ISSN: 2442-9651  \ndoi: [http://doi.org/10.21093/di.v22i2.5077](http://doi.org/10.21093/di.v22i2.5077)  \nThe Relationship between Science Teacher Candidates’Attitudes towards Teaching Profession and Their Self-Efficacy Beliefs towards Teaching Science  \nSibel Açışlı Çelik  \nFaculty of Education, Artvin Coruh University, Artvin, Türkiye [sacisli@artvin.edu.tr](sacisli@artvin.edu.tr)  \nİsmet Ergin  \nEducation Manager and Instructor Training School, Ankara, Türkiye [ismet.ergin@gmail.com](ismet.ergin@gmail.com)  \nAbstract  \nThis study was aimed to examine the relationship between pre-service science teachers' attitudes toward the teaching profession, their learning styles, and their self-efficacy beliefs toward teaching science. The sample of the research consisted of 127 teacher candidates studying in the Science Education Department of a state university in the 2020-2021 academic year. The data collection tool in the research was the Science Teaching Self-Efficacy Belief Scale; Kolb Learning Style Inventory III and Attitude towards Teaching Profession Scale were used. The research model is the relational survey model, which is under the general survey model. In the survey method, the aim is to uncover a statement in detail. The analysis of the data was carried out with the SPSS statistical program. In the study, it was determined that pre-service science teachers generally have an assimilating learning style, and their learning styles differ according to their grade levels but not according to their gender. In the study, it was determined that teacher candidates generally have a positive attitude toward the teaching profession and their attitudes differ according to their grade levels but not according to their gender. In the study, it was determined that teacher candidates generally have a positive attitude towards the teaching profession and their attitudes differ according to their grade levels but not according to their gender. In addition, the pre-service science teachers' self-efficacy beliefs in science teaching were at a \"sufficient\" level; significant differences were found in the sub-dimensions of science self-efficacy, belief in efficacy, and outcome expectation, according to gender and grade levels. In addition, a significant  \nrelationship was found between pre-service teachers' attitudes toward the teaching profession and their learning styles. There is a positive but low-level relationship between pre-service teachers' level of result expectation, which is the science selfefficacy sub-dimension, and their attitudes towards the teaching profession; No significant relationship was found between the level of efficacy belief, which is the sub-dimension of science self-efficacy, and the attitude towards the teaching profession.  \nKeywords: Attitude towards the teaching profession, learning style, self-efficacy belief, science teaching  \nA. Introduction  \nIn today’s world, where great changes are experienced in science and technology, teachers are in a key position in raising individuals with the knowledge and skills required by age (Recepoğlu & Recepoğlu, 2020) . All over the world, progress in the field of education develops the industry, and developments in the industry force education to change (Aslan Efe & Hanas, 2022) . In the changing and developing world, the duties and responsibilities of teachers are increasing day by day (Turalı, 2014) . Teachers are expected to guide students in their learning processes, that is, to guide their learning (Kahyaoğlu et al., 2013) . Teachers lead students in the learning and teaching processes, shape our children, who are our future, influence students in all kinds of behaviors inside and outside the classroom, and become role models for them. It is only possible to have teachers who do their duties fully, who research, who behave positively towards students, who are open to innovations, and who think creatively, only b","cbCaiq5t3qKuVmqo","https://ap.wps.com/l/cbCaiq5t3qKuVmqo","pdf",420986,25,"English","# Abstract\n# Keywords\n# A. Introduction","[{\"question\":\"What is the main goal of the study?\",\"answer\":\"To examine how pre-service science teachers’ attitudes toward the teaching profession relate to their learning styles and their self-efficacy beliefs for science teaching.\"},{\"question\":\"How was the research conducted and what sample was used?\",\"answer\":\"The study used a relational survey model with 127 teacher candidates in a state university’s Science Education Department during the 2020–2021 academic year, analyzing data with SPSS.\"},{\"question\":\"What key results were found about learning styles, attitudes, and self-efficacy?\",\"answer\":\"Pre-service teachers generally showed an assimilating learning style and a positive attitude toward the teaching profession; self-efficacy beliefs in science teaching were at a sufficient level, with significant differences by gender and grade levels in relevant sub-dimensions.\"}]","DINAMIKA ILMU - Vol. 22 No. 2 - The Relationship between Science Teacher Candidates’ Attitudes towards Teaching Profession and Their Self-Efficacy Beliefs towards Teaching Science | PDF",1792092558,63]