The self-efficacy beliefs towards the teaching of science of special education (mental retardation) teacher candidates

Different universities participating in the ongoing study special education teacher self-efficacy beliefs of science teaching according to different variables of determination and quality of education in this field of research in order to remove it there. Research descriptive screening model was used. During the academic year 2014-2015, research working group in the spring semester, the university's faculty of education, department of special education 11 (mental retardation) part 1. and 4. a total of 1110 teacher candidates, interviewers in classes. Research data collection tools as "Personal Data"' and "Science Self-Efficacy Beliefs in Relation to Scale". The candidates gender, age, Personal Information Form graduate school, reading grade level, special education, the question of whether or not the relevant information. Science Self-efficacy Beliefs in relation to scale, science self-efficacy belief and science teaching in teaching results forecast to be 2 factor collected 21 consists of questions. The data obtained as a result of gender, university class-level, read section featured reasons, learning the knowledge of special education before settling down in the section considers whether or not there are significant difference between where they live and the individual, family or individuals who need special training in the immediate vicinity of the whether or not, and did not show significant differences depending on the type of high school where he graduated. Keywords: Self-efficacy, Science Teaching, Mental Retardation