The aim of the present study is to analyze the effects of the educational planning and evaluation lesson on pre-service teachers' self-efficacy beliefs related to the teaching process. The research was based on the single group pre-test post-test model. Data were collected by applying to the instrument of Prospective Teachers Self-Efficacy Beliefs Scale regarding Instructional Process developed by Özdemir (2008). The Cronbach's alpha reliability coefficient for the whole scale was found to be .95. In the analysis of quantitative data, t-test for dependent groups, t-test for independent groups, ANOVA and impact size correlation coefficient were performed. In the analysis of qualitative data, content analysis was adopted. At the end of the study, it was observed that educational planning and evaluation lesson had a positive influence over pre-service teachers' self-efficacy beliefs related to the teaching process. As for the qualitative data, the pre-service teachers emphasized that the educational planning and evaluation lesson had a positive impact on the improvement of pre-service teachers' self-efficacy beliefs related to the teaching process, but they believed more practice should be incorporated in the lesson.
Key words: self-efficacy, self-efficacy beliefs related to the teaching process, teaching process, teacher education, educational planning and evaluation lesson.
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