Abstract
The Investigation of the Internet Self- Efficacy of Turkish Pre-Service Teacher
The aim of this study is to examine the internet self-efficacy of Turkish pre-service
teacher. Relational screening model, which is one of the quantitative research designs, was
used. sample group of the research consists of 247 teachers studying at a state university
located in the west of Turkey. The Internet Self-Efficacy Scale, which was validated and
valid by Akın (2014), was used in the study. Descriptive statistical analysis, T-test, one
way variance analysis (ANOVA), correlation analysis were used in the research. It was
observed that the Turkish pre-service teachers who participated in the study generally
spent 0-3 hours on the internet and used the internet to find important information. It has
been observed that Turkish pre-service teachers can use the internet effectively to answer
questions of both themselves and other people, and convey important and interesting
information to other people via the internet. Turkish pre-service teachers are seen to use
social networks to communicate effectively with other people. Male Turkish pre-service
teachers stated that they use social networks more effectively. It is seen that there is no
significant difference between the pre-service teachers' place, class levels and internet
self-efficacy. It was observed that mother and father graduation status affects Turkish
pre-service teachers' internet self-efficacy. According to the Turkish pre-service teachers
who use social media for 7 hours or more, and the Turkish pre-service teachers who use
social media for 4-6 hours, it can be seen that they can use social networking sites as an
effective communication tool.
Keywords
Proficiency, İnternet Self-efficacy, Technology, Turkish Pre-service Teachers, Social Media
