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Abstract


An Investigation Of The Teachers’ Self-Efficacy Perceptions For The Thinking Skills Education In Terms Of Several Variables
The purpose of this research is to describe the classroom teachers’ self-efficacy perceptions for the thinking skills education on the basis of a set of variables. Descriptive scanning model was used in the research. Working group of the research consisted of 95 classroom teachers. The appropriate sampling method was used in determining the working group. Personal information form and the scale of self-efficacy perceptions for the thinking skills education were used as the data collection tools. Descriptive statistics and multivariate analysis of variance (MANOVA) were used in the analysis of the data. It was observed as a result of the research that the classroom teachers partly agreed on the subscales of teachers’ self-efficacy perceptions for the thinking skills education, academic competence and practice and they agreed on the design. While there were not any meaningful differences among the teachers relating to the teachers’ self-efficacy perceptions for the thinking skills education and teachers’ gender, seniority and educational status, there were meaningful differences relating to the subscales of the self-efficacy perceptions for the thinking skills education and training of the teachers.

Keywords
Thinking, thinking skills education, self-efficacy


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