Determination of the relationship between computer and instructional technology education teacher candidates' technology coaching self-efficacy with innovation properties

The aim of this thesis is to determine the self-efficacy of technology coaching of the teacher candidates in Computer Education and Instructional Technology Education and to reveal the relation between technology coaching self-efficacy and innovation characteristics. In the study of descriptive and correlational srurvey model will be used together. The sample of the study the universities that received students in ÖSYS and CEIT departments in 2013 were randomly determined in six categories formed by URAP success rankings. The research consists of parts of scale development and research application. At the end of the research, the technology coaching self-efficacy scale, which provides validity and reliability conditions, has been given to the field. As data collection tools, the form of the demographic information of teacher candidates, technology coaching self-efficacy scale and individual innovativeness scale were used. As a result of the research, it was seen that the technology coaching self-efficacy of CEIT teacher candidates was moderate. Moreover, there was a moderately positive relationship between self-efficacy of technology coaching of teacher candidates and individual innovativeness features. In order to further improve the self-efficacy of the technology coaching self-efficacy of the CEIT teacher candidates, a rich curriculum can be established with activities such as workshops and seminars aimed at professional development, program development and the integration of effective technology.