Teacher’s sense of efficacy is one of the teacher characteristics significantly related to teacher effectiveness. Tschannen-Moran, Woolfolk-Hoy and Hoy (1998) defined teacher efficacy as “teacher’s belief in his or her own capability to organize and execute courses of action required to successfully accomplish a specific teaching task in a particular context” (p. 233). In other words, teaching self-efficacy is ones perceived capabilities to teach a subject effectively and to provide meaningful learning for students. Related literature revealed that teacher self-efficacy has a powerful effect on teachers` instructional practices (Holzberger, Philipp, & Kunter, 2013; Morris- Rothschild & Brassard, 2006), student motivation (Midgley, Feldlaufer, & Eccles, 1989), and achievement (Goddard, Hoy, & Woolfolk Hoy, 2000; Hoy, Sweetland, & Smith, 2002). Teachers with a high sense of efficacy eager to try new strategies and methods (Cousins & Walker, 2000), deal with a struggling student longer and become less critical of student errors (Ashton & Webb, 1986; Fuchs, Fuchs, & Bishop, 1992).  Additionally, they use self-regulatory strategies in their profession more (Tschannen-Moran et al., 1998) and show greater commitment to teaching (Coladarci, 1992). On the other hand, teachers with low self-efficacy have tension, performance anxiety, and expectations of failure which decreased ability to meet the daily challenges of the job effectively (Tschannen-Moran et al., 1998). They have lower levels of job-satisfaction (Klassen et al., 2009; Tschannen-Moran et al., 1998), and get burned out sooner (Skaalvik & Skaalvik, 2014). In consideration of this, there is a need to investigate the development of teacher self-efficacy beliefs starting with pre-service years. Therefore, the aim of this study is to investigate how teaching practice course influence pre-service science teachers’ self-efficacy beliefs.

Ashton, P. T., & Webb, R. B. (1986). Making a difference: teachers’ sense of efficacy and student achievement. New York, NY: Longman. Coladarci, T. (1992). Teachers’ sense of efficacy and commitment to teaching. Journal of Experimental Education, 60(4), 323–337. Cousins, J. B., & Walker, C. A. (2000). Predictors of educators’ valuing of systemic inquiry in schools. Canadian Journal of Program Evaluation (Special Issue), 25–53. Fuchs, L. S., Fuchs, D., & Bishop, N. (1992). Instructional adaptation for students at risk. Journal of Educational Research, 86, 70-84. Goddard, R. D., Hoy, W. K., & Woolfolk Hoy, A. (2000). Collective teacher efficacy: Its meaning, measure, and effect on student achievement. American Education Research Journal, 37(2), 479–507. Holzberger, D., Philipp, A., & Kunter, M. (2013). How teachers’ self-efficacy is related to instructional quality: A longitudinal analysis. Journal of Educational Psychology, 105(3), Aug 2013, 774-786. Hoy, W. K., Sweetland, S. R., & Smith, P. A. (2002). Toward an organizational model of achievement in high schools: The significance of collective efficacy. Educational Administration Quarterly, 38(1), 77–93. 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 the teachers' self-efficacy scale in five countries. Contemporary Educational Psychology, 34, 67-76. Midgley, C., Feldlaufer, H., & Eccles, J. S. (1989). Student/teacher relations and attitudes toward mathematics before and after the transition to junior high school. Child Development, 60, 981-992. Morris-Rothschild, B., & Brassard, M. R. (2006). Teachers' conflict management styles: The role of attachment styles and classroom management efficacy. Journal of School Psychology, 44(2), 105-121. Skaalvik, E.M., & Skaalvik, S. (2014) Teacher self-efficacy and perceived autonomy: relations with teacher engagement, job satisfaction, and emotional exhaustion. Psychological Reports, 114, 68-77. Tschannen-Moran, M., Woolfolk-Hoy, A., & Hoy, W. K. (1998). Teacher efficacy: Its meaning and measure. Review of Educational Research, 68(2), 202-248.