The effect of teaching practice course on pre-service Science teachers' readiness for e-learning

This research aims to determine the e-learning readiness levels of science teacher candidates and the determinant of this, computer self-efficacy, internet self-efficacy and online communication self-efficacy, learner control and self-learning and motivation towards e-learning levels to determine the impact of the teaching practice process. The mixed method was used in the study. The particiopants of the quantitative research consists of 30 science teacher candidates who are studying at Niğde Ömer Halisdemir University in their final year. The E-learning Readiness Scale of University Students prepared by Yurdugul and Demir (2017) was applied before and after the Teaching Practice 1 course. The question form, which was developed according to expert opinions as a source for qualitative research, was directed to 34 science teacher candidates in the same class in the first application of the scale. According to the research, teaching practice has caused a differentiation in the Internet self-efficacy and self-learning levels of e-learning readiness of science teacher candidates. It has been determined that science teacher candidates have a more positive attitude with the electronic devices and developing technology they use for e-learning. Key Words: E-learning, E-Learning Readiness, Internet Self-Efficacy, Self-Learning.