An Assesment of Web 2.0 Practical Content Development Self-Efficacy Beliefs of Teacher Candidates

One of the most effective ways of achieving the targeted results at the end of the training, which is a complex and practical process, is to continuously improve in science and technology. In this context, it is planned in a coherent and detailed manner in the light of science and technology, and depends on the arrangement of appropriate educational environments, the guidance of the teacher in the transfer of behavioral changes to the student and the reliable control during the process. The aim of the study is evaluating the self-efficacy beliefs (SEB) of teacher candidates in developing practical content with Web 2.0 technologies. The data sample of this research is provided from teacher candidates at Eastern Mediterranean University (EMU) Faculty of Education in 2018-2019 academic year. The data collection tool of the research, the web 2.0 practical content development self-efficacy beliefs (W2PCDSEB) to determine the scale (W2SEBS) which is developed by Birişci et al., (2017). Descriptive analysis from quantitative analysis methods was used. Analysis of the data was performed using the SPSS program, t-test, one-way variance analysis (ANOVA). As a result outcome of the research, there was significantly difference web 2.0 selfefficacy beliefs (W2SEB) of teacher candidate’s between gender and departments.