The comparasion of academic attiributional styles and academic self-efficacy of special education pre-service teachers and other pre-service teachers at the faculty of education

In this research, the relationship between teacher adequacy, academic self-efficacy and academic loading styles is examined in the mainstreaming of teacher candidates. Relational and causal comparison model is used as research model. The data were collected by interviewing the teacher candidates who were studying at the 4th grade at Dokuz Eylül University Faculty of Educational Sciences. 230 teacher candidates participated in the research. Participants are studying in computer teaching, science teaching, elementary school mathematics teacher, English teacher, music teacher, preschool teacher, special education teacher, psychological counseling and guidance, classroom teacher, social studies teacher, turkish teacher, mentally retarded teacher. The data of the study were collected by the Personal Information Form, Academic Self-Efficacy Scale, Academic Loading Styles Scale and Teacher Proficiency Scale in Inclusıve Education. Analysis of the data was made using Pearson Correlation Analysis, Independent Sampling T-Test and ANOVA. According to the findings obtained from the research, it was determined that the self-efficacy levels of the candidate teachers who read the special education teaching were higher than the candidate teachers who read the other skills. According to the results, it was determined that candidate teachers who read in special education and social studies teaching departments had a higher level of holding themselves responsible for the academic problems they experienced than some other candidate teachers. As a result of the study, it was determined that there is a negative relationship between teacher self-efficacy levels of teacher candidates and self-efficacy levels for cognitive practice and unstable loading styles..