Examining preservice teachers' science teaching and online learning efficacy beliefs after pandemic

Teachers' efficacy in creating and managing online resources may also positively impact their competence in conducting virtual experiments and using digital tools to enhance learning, and as a result, their overall science teaching self-efficacy. This study aimed to examine pre-service teachers' science teaching and online learning efficacy levels. Within the framework of this purpose, cross-sectional survey model, which is one of the quantitative research designs, was used in the study. In survey research, the most effective way to represent the study population is to determine the study group randomly. Therefore, 472 pre-service teachers were included in the study employing simple random sampling. In obtaining the data, (i) personal information form, (ii) the science teaching efficacy beliefs instrument (STEBI) and (iii) online learning self-efficacy scale (OLSS), were used. The measurement tools included five-point Likert type items. Parametric and non-parametric tests were used together in the analysis of the data. According to the results of the study, it was seen that pre-service teachers' science teaching efficacy beliefs differed based on gender and the difference was statistically significant in favor of women participants. In addition, pre-service teachers who reported themselves as good computer users had descriptively higher self-efficacy belief scores for online learning. When self-efficacy beliefs towards online learning were examined based on gender, it was seen that there was a significant difference in favor of males. A significant positive relationship was found between science teaching and online learning self-efficacy beliefs. According to these results, it can be said that high online learning self-efficacy will generally support and improve science teaching self-efficacy by improving teachers' ability to use technology effectively, involve students and adapt teaching strategies. Conversely, difficulties in online learning self-efficacy will negatively affect a teacher's confidence in his science teaching abilities.