The effect of teaching practices on pre-service teachers’ sense of efficacy belief and attitude towards teaching profession

DOI: 10.31704/ijocis.2019.001 The purpose of this study was to examine the effect teaching practices on pre-service teachers’ attitude towards teaching profession and sense of efficacy beliefs. The explanatory sequential design, which is one of the mixed methods research designs, was used in this study. The study group of this research consisted of pre-service teachers who were studying at Niğde Ömer Halisdemir University, Faculty of Education, Pedagogical Formation Training Certificate Programme (n = 14). While parametric test statistics were used in the analysis of the quantitative data, content analysis technique was employed in the analysis of the qualitative data. According to the results of the study, it was concluded that teaching practices have a statistically significant effect on the attitude of pre-service teachers towards the profession and that these practices were not effective in developing their sense of efficacy beliefs. Article History: Received Revised Accepted Online 22 December 2018 30 May 2019 13 June 2019 30 June 2019


Introduction
Based on the fact that the most important element of an education system is the teacher (Koç & Demirel, 1999), it can be said that the teacher is both affected by the system and affects the system itself (Aslan & Sağlam, 2017). Teachers are individuals who are in the cornerstone within the system to raise individuals in the desired quality (Özay-Köse, 2014). The teacher has an undeniable role in the development of the society and the training of qualified manpower (Aslan & Sağlam, 2018). From this perspective, it can be said that teachers should be trained in a good way in reaching the desired goals in education (Kana, 2014). Therefore, teacher education has a very important place for the education system to reach the goals required by the era and to make the quality of education (Sağlam & Kürüm, 2005). Not giving the necessary importance to teacher education will cause unqualified teachers to enter the system and this will most likely affect the education system negatively (Aslan & Sağlam, 2018) because the changes made in the education system without raising qualified teachers cannot create the desired effect (Kana, 2014). In this context, it can be said that teacher education constitutes a significant part of education reforms (Ekinci & Tican-Başaran, 2015) and teacher education is one of the factors that determine the quality of the education system (Oğuz, 2004). The fact that the teacher is the focus of improving the quality of the education system draws attention to teacher training programmes (Ekinci & Tican-Başaran, 2015). Thus, the quality of the programmes employed in the training of pre-service teachers also closely affects the quality of teachers (Görgen, Çokçalışkan, & Korkut, 2012). Therefore, it can be argued that the training they received before service is at the beginning of the variables that determine the quality of the education services that teachers perform (Sağır, Bilen, & Ercan, 2014).
In the education system, teachers are expected to have some qualifications (Ministry of National Education [MoNE], 2017). In this respect, teachers need to undergo a good pre-service training process in order to have certain qualifications (Aslan & Sağlam, 2018). Teaching practices constitute the most important aspect of the pre-service training (Koç & Demirel, 1999). These practices are a very important university course giving prospective teachers an opportunity to put into practice what they have learned theoretically (Aslan & Sağlam, 2017). This course has an important place in the development of teaching skills, due to the fact that teaching practices course that teacher candidates receive before the service presents them an opportunity to put into practice the theoretical knowledge they have (Sağır, Bilen, & Ercan, 2014). The teaching practices course is implemented in order to put the theoretical knowledge which pre-service teachers have gained into practice before the service (Özkan, Albayrak, & Berber, 2005), has an important place in determining the deficiencies of pre-service teachers (Kana, 2014) because they are being able to use the theoretical knowledge effectively and efficiently in the classroom is possible with sufficient application opportunities before the service (Harmandar, Bayrakçeken, Kıncal, Büyükkasap, & Kızılkaya, 2000).
Practices applied by pre-service teachers in schools are of great importance in terms of developing skills related to general culture and pedagogical formation knowledge and content knowledge related to teaching profession (Rıza & Hamurcu, 2000). Teaching practices are an important support for the pre-service teachers to gain the competencies and responsibilities required by the profession (Koç & Demirel, 1999). For this purpose, the Higher Education Council (HEC) has conducted various studies to provide the transfer of theoretical knowledge to the application in teacher education (Görgen, Çokçalışkan, & Korkut, 2012). One of these studies is the teaching practice course that has been added to teacher training programmes to increase faculty-school cooperation (HEC, 1998). This course is designed to enable pre-service teachers to improve their knowledge and skills by applying them in a classroom environment within the scope of HEC-World Bank National Education Development Project (HEC, 1998). Teaching practices course has the quality that gives teachers a chance to apply the knowledge gained in the classes and to receive feedback from teachers/instructors and students (HEC, 2007). The most important purpose of these practices in schools is the introduction of the teaching profession and the mentor teachers' contribution to the professional development of pre-service teachers (Gökçe & Demirhan, 2005). It is expected that teaching practices course, which has an important place in teacher education (Aslan & Sağlam, 2017), also increases the positive attitude of pre-service teachers towards the profession (Özay-Köse, 2014) and improve their professional competence (Eker, 2015;Sağır, Bilen, & Ercan, 2014). When pre-service teachers begin teaching profession, they should have a higher level of sense of efficacy belief to perform their duties effectively (Tschanen-Moran & Hoy, 2001). If the teaching practices in the schools, which are the most effective way of establishing the sense of efficacy beliefs of pre-service teachers, become successful, these practices can contribute to make pre-service teachers feel competent (Öksüz & Coşkun, 2012) because pre-service teachers improve sense of efficacy by seeing their strengths and weaknesses through teaching practices (Tschanen-Moran, Woolfolk-Hoy, & Hoy, 1998). As a matter of fact, teaching practices have a quality that offers direct experiences to pre-service teachers (Tschanen-Moran & Hoy, 2001). In this respect, it can be said that these practices, which offer direct experiences, can make significant contributions to the development of sense of efficacy beliefs of pre-service teachers (Tschanen-Moran, Woolfolk-Hoy, & Hoy, 1998). In this context, teaching practices received during the pre-service training period can be defined as the most effective course in the development of the sense of efficacy beliefs of preservice teachers (Öksüz & Coşkun, 2012). At the same time, one of the preconditions for individuals, who will perform the teaching profession, to fulfill the requirements of this profession more effectively is the attitude towards teaching profession (Bayrakdar, Vural-Batık, & Barut, 2016). Based on the opinion that the attitude of the individuals towards their professions can affect their achievements in their professions positively or negatively (Semerci & Semerci, 2004), it can be said that it is very important that pre-service teachers have positive attitude towards teaching in performing their duties when they begin the profession (Nalçacı & Sökmen, 2016). It is because pre-service teachers' positive attitude towards teaching profession will enable them to be more effective in performing this profession (Koç & Demirel, 1999). The success of pre-service teachers in the profession depends on their love and willingness to practice this profession (Aydın & Sağlam, 2012). It is unlikely that pre-service teachers will be able to perform this profession effectively and efficiently without having positive attitude towards the teaching profession (Çeliköz & Çetin, 2004). In this sense, it is thought that teaching practices taken during the pre-service training period have an undeniable role in preservice teachers' positive attitude towards the profession (Şişman & Acat, 2003). After all, teaching practices have an important place for pre-service teachers in gaining sense of efficacy (Bayrakdar, Vural-Batık, & Barut, 2016), as well as developing positive attitudes towards teaching profession (Öksüz & Coşkun, 2012).
Although it is stated that teaching practices have a very important place in developing sense of efficacy beliefs besides gaining positive attitudes towards the profession (Ben-Peretz, 2001), very little is known about the effects of teaching practices on pre-service teachers. Firstly, the research on the effect of teaching practices on the attitude of pre-service teachers towards the profession (Kılıç, 2004;Koç & Demirel, 1999;Şişman & Acat, 2003;Toprakçı, 2003) and sense of efficacy belief are limited (Aktağ, 2011;Sağır, Bilen, & Ercan, 2014). Although teaching practices have a significant place in making pre-service teachers gain positive attitudes towards the profession, as well as develop their sense of efficacy belief (Ben-Peretz, 2001), little is known about this issue. Even though the research literature reports that teaching practices have a significant influence on the development of pre-service teachers' attitude towards the profession (Kılıç, 2004;Koç & Demirel, 1999;Şişman & Acat, 2003;Toprakçı, 2003) and their sense of efficacy belief (Aktağ, 2011;Sağır, Bilen, & Ercan, 2014), this issue is contradictory in terms of the pre-service teachers taking pedagogical formation training. In Turkey, the need for teachers at the secondary level is generally met by the graduates of science-literature faculties. However, the fact that pedagogical formation training is tightened to a short period of time as a year raises questions about whether pre-service teachers have achieved the necessary competencies. Unlike the pre-service teachers studying at education faculties, the pre-service teachers taking pedagogical formation training are both taking courses about educational sciences and performing the teaching practices. This situation inevitably makes the quality of pedagogical formation training questionable in terms of raising qualified teachers. In this direction, the aim of this explanatory sequential mixed methods research (Creswell & Plano-Clark, 2011;Tashakkori & Teddlie, 1998) has been to reveal the effect and role of teaching practices on pre-service teachers' attitude towards the teaching profession and their sense of efficacy beliefs.

Research Design
This study is a mixed methods research (Tashakkori & Teddlie, 1998), which adopted explanatory sequential design, one of the mixed method research designs (Creswell & Plano-Clark, 2011). The aim of the explanatory sequential pattern is to begin the research problem with the quantitative stage both for data collection and analysis and then to conduct qualitative study to explain the quantitative results (Creswell, 2012). The main rationale for using the explanatory pattern in this research is that different patterns have different strengths and weaknesses and that the data can be combined effectively to make use of these differences (Plano- Clark & Ivankova, 2016). Therefore, in this study, the quantitative data were initially collected, then qualitative data were gathered to help explain and elaborate the quantitative findings.
The first week of the study was completed with getting to know the group, getting information about the course, and introduction of the practice school. In the first week, accompanied with the lecturer conducting the research, the pre-service teachers also visited schools, where they would carry out the practices, and got to know about the school staff (school principal, mentor teachers, and other teachers). During this visit, the course days and hours that the pre-service teachers would carry out practices were determined. The preservice teachers spent two days in practice schools each week; they performed observation on the days that they did not carry out practice. They spent the first five weeks by observing and the last eight weeks by practice. Regarding the first five weeks, the pre-service teachers shared their observations with the lecturer; the observations conducted were discussed and inferences were made on how an effective and efficient course should be. After the observation process, the pre-service teachers went through the practice process.
Each pre-service teacher had the opportunity to practice at least one course hour every two weeks. The lesson plans of the pre-service teachers about the practice were reviewed by the lecturer every week and necessary feedback was provided to them. The lecturer evaluated the practices and had the opportunity to give feedback on the lesson plans, by spending at least one hour with the pre-service teachers every week. Besides this, the lecturer visited the practice schools from time to time to make observations on the pre-service teachers. The lecturer shared the results obtained from these observations with the pre-service teachers in the courses at the faculty of education and provided feedback regarding an effective lesson. In addition, the lecturer occasionally followed the course videos of the pre-service teachers and provided them with the feedback on the lessons.

Data Collection Tools
In the study, while "Attitude Scale towards Teaching Profession" and "Teachers' Sense of Efficacy Belief Scale" were used for the collection of quantitative data, the "observation form", "interview form", and "diary form" were used in collecting qualitative data. The explanatory information about the scale and forms used in the research were tried to be briefly described by addressing them under the titles of "quantitative data collection tools" and "qualitative data collection tools".

Quantitative Data Collection Tools
Attitude Scale towards Teaching Profession. "Attitude Scale towards Teaching Profession", developed by Üstüner (2006), was used to examine the pre-service teachers' attitude towards the teaching profession. The scale consists of a total of 34 items and all items are in 5-Point-Likert format (1 = strongly disagree; 2 = disagree; 3 = neutral; 4 = agree; 5 = strongly agree). While 14 of the items in the scale contain positive judgments, the remaining 10 items contain negative judgments. Besides this, the scale is one-dimensional (item 34; e.g., "I think I will be a knowledgeable and competent teacher"; α = .93). In addition, the reliability coefficient obtained from the scale showed that the scale had an excellent value to be used in the study (Üstüner, 2006).
Teacher Sense of Efficacy Belief Scale. In order to examine the sense of efficacy beliefs of pre-service teachers, "Teacher Sense of Efficacy Belief Scale", developed by Tschanen-Moran and Hoy (2001) and adapted into Turkish by Çapa, Çakıroğlu, and Sarıkaya (2005), was used. The scale consist of a total of 24 items and all items are in 5-Point-Likert format (1 = strongly disagree; 2 = disagree; 3 = neutral; 4 = agree; 5 = strongly agree). In addition, the scale is three-dimensional; (a) sense of efficacy regarding student engagement (item 8; e.g., "To what extent can you achieve to work with the difficult students? "; α = .82), (b) sense of efficacy regarding instructional strategies (item 8, e.g., How well do you respond to the students' difficult questions? α = .86), (c) sense of efficacy regarding classroom management (item 8; e.g., "How much can you control the behaviors that affect the course negatively in the classroom?"; α = .84). In addition, the reliability coefficients had good values for the scale to be used in the study. However, the results of the confirmatory factor analysis applied to the scale (TLI = .99; CFI = .99; RMSEA = .07) showed that the scale had acceptable values in order to be used (Çapa, Çakıroğlu, & Sarıkaya, 2005).

Qualitative Data Collection Tools
Interview Form. The main aim of an interview is to collect information about a topic of interest or a question being wondered (Patton, 2002). Interview is required to learn about behaviours, feelings or how people express the world around them (Merriam, 1998). In this regard, it was thought to use the interview method, which is considered to contribute to collecting more meaningful data, in the diversification of data of the study (Creswell, 2013). Therefore, a semi-structured interview form was used in the study to examine the attitude of pre-service teachers towards the teaching profession and their sense of efficacy beliefs. In the preparation of the interview form, the literature review was made and the forms and scales related to the attitudes towards the teaching profession and the sense of efficacy beliefs were examined. A total of eight open-ended questions were prepared, in line with the form and scales studied on the basis of the scope. These questions were presented to the experts from the fields of linguistics and educational sciences; the questions were subjected to pilot application as a result of the feedback from these experts. In the study, the interview form was implemented in a group of five people consisting of different pre-service teachers; thus, the comprehensibility, usefulness, and the purpose of serving the questions were examined. Reviewing the prepared interview form after the pilot implementation, some revisions were made on the form (i.e., by adding probes to questions, changing the place of some questions, etc.) After the necessary changes were made, the interview form became ready to be used in the study.
Observation Form. Observation constitutes one of the basic methods used in qualitative research (Creswell, 2013). Observation defines the process of collecting the data needed by the research through monitoring by using people, society or a tool (Merriam, 1998). Observation, which is an important resource in qualitative data collection, is one of the main aids in clarifying the complexity of social events (Patton, 2002). For this purpose, a semi-structured observation form was used in order to examine the pre-service teachers' attitudes towards teaching profession and their sense of efficacy beliefs. The observation form consists of the dimensions of the "attitudes towards teaching profession" and "teacher sense of efficacy beliefs". In this form, the dimension of "attitudes towards the teaching profession" consist of a total of three sub-dimensions as interest for the teaching profession, love for the teaching profession, and the desire to do the teaching profession. In addition to this, the dimension of "teacher sense of efficacy beliefs" consists of a total of three sub-dimensions as student engagement, using instructional strategies, and classroom management. These questions were presented to the experts from the fields of educational sciences; as a result of the feedback from these experts, the questions were subjected to pilot application. In the study, the observation form prepared was applied in a group of different pre-service teachers, thus, the dimensions' state of serving the purpose was examined in the form. The observation form was made ready to use after the necessary changes were made on it.
Diary Form. Diaries have the qualification of a document in terms of transferring the experiences of the individuals participating in the study (Glesne, 2011). Examination of documents such as diary is of importance in terms of giving the individual point of view of the author of the document (Merriam, 1998). For this purpose, a log form was prepared in order to examine the attitudes of pre-service teachers towards the teaching profession and their sense of efficacy beliefs. The prepared diary form consists of the dimensions of "attitudes towards teaching profession" and "teacher sense of efficacy beliefs". In this form, the dimension of "attitudes towards the teaching profession" consists of a total of three sub-dimensions as interest for the teaching profession, love for the teaching profession, and the desire to do the teaching profession. In addition, the dimensions of "teacher sense of efficacy beliefs" consist of a total of three sub-dimensions as efficacy for student engagement, efficacy for instructional strategies, and efficacy for classroom management. The questions in the diary were presented to the experts from the fields of educational sciences; as a result of the feedback taken from these experts, the questions were subjected to pilot application. The diary form, developed as a result of the pilot application, was made ready to use by making necessary revisions on it.

Data Analysis
In this research, data analysis was carried out in two stages; these stages were the "analysis of quantitative data" and the "analysis of qualitative data".

Quantitative Data Analysis
The data obtained from the research group of the study were saved in the SPSS 22.0 package program for appropriate statistical analysis. In the study, before the statistical analyses of the quantitative data, it was checked whether the data showed normal distribution and there was a significant difference between the distributions of their variances. In this study, due to the fact that the size of the research group was less than 30, it was deemed appropriate to use Shapiro-Wilk test in order to check whether the data shows normal distribution (Howell, 2006). In the study, based on the pre-test results obtained from the "Attitude Towards Teaching Profession Scale" (Wpretest = .95, p = .48, p > .05) and "Teacher Sense of Efficacy Belief Scale" (Wpretest = .930, p = .30, p > .05) to collect quantitative data and the Shapiro-Wilk test results of the data obtained from the post test results of "Attitude Towards Teaching Profession Scale" (Wposttest = .90, p = 11, p > .05) and "Teachers' Sense of Efficacy Belief Scale" (Wposttest = .96, p = .77, p > .05) showed that the collected data had a normal distribution (Gall, Gall, & Borg, 2003). Therefore, it was deemed appropriate to use parametric test statistics in the analyses of the quantitative data (Creswell, 2012). In addition, dependent group comparison was made in order to answer the quantitative sub-problems of the study. In the study, dependent samples t-test was used in intergroup comparisons (Gall, Gall, & Borg, 2003). Descriptive statistics were also used in giving arithmetic mean and standard deviation of the scores obtained from the research group (Shavelson, 2012).

Qualitative Data Analysis
In the study, before beginning to analyse the qualitative data, firstly the data collected from the pre-service teachers were transferred to computer by the researcher. All qualitative data recorded in the Microsoft Office (MS) Word 2007 package programme were classified separately according to the date and type (observation, interview, and diary). In the study, a list of codes based on the relevant literature (Bogdan & Biklen, 2003;Denzin & Lincoln, 2005) was established just before the analysis of the qualitative data. In the study, TC code was given for the interview data obtained from the pre-service teachers, OB code was given for the observation data, and LD code was assigned for the diary data. Content analysis was used in the analysis of the qualitative data obtained in the study (Berg & Lune, 2011;Miles & Huberman, 1994). In the content analysis, the data similar to each other were brought together around specific concepts and themes and interpreted in a way that the reader could understand (Patton, 2002). It is aimed to reach more in-depth and more themes with content analysis method rather than an analysis based on predetermined themes according to the results of the study (Miles & Huberman, 1994). Qualitative data collected for the content analysis were coded twice without interruption and four to five times intermittently by the researcher. The qualitative data set was read continuously by the researcher and draft encodings were made on the data output. In this way, draft encodings were made several times. Thus, the consistency of the coding was tried to be ensured comparing the draft encodings made several times. Later, the actual coding process was started after the draft coding and here the themes, where codes can create meaningful patterns, were reached (Auerbach & Silverstein, 2003). After carrying out studies on trustworthiness and credibility of the qualitative data analysed and the themes reached, the study ended with the stages of data description and reporting.

Trustworthiness and the Credibility of Qualitative Data
It is very important to provide trustworthiness and credibility for the data collected in qualitative research (Denzin & Lincoln, 2005). Therefore, it is of great importance to take measures regarding trustworthiness and credibility in the collection of the research data (Bogdan & Biklen, 2003). In order to ensure the credibility of the data obtained in this qualitative research, the techniques such as diversity, depth-focused data analysis, ensuring long-term interaction, and participation confirmation were used (Erlandson, Harris, Skipper, & Allen, 1993). The diversity used in the study requires researchers to use multiple and different data sources to develop conceptual categories (Creswell, 2013). Researchers tried to reveal different perspectives of facts and events in various ways through diversification (Patton, 2002). At the same time, in order to understand the role and contribution of teaching practices on pre-service teachers, the researchers spent a long period of time in the field and tried to establish a trust relationship with the stakeholders. Indeed, a researcher who spent a long time in the field can reveal the events, facts, situations, and comments from the perspective of the participants (Glesne, 2011). In this way, researchers were able to collect more depth-oriented data by spending a long time in the field. Also, there is great benefit in the confirmation of the results obtained from the research, and the results and comments that the researcher reach related to them with the data sources (participants) (Yıldırım & Şimşek, 2008). For this purpose, the researchers gathered the data they collected and presented them to the participants' opinions and asked the pre-service teachers to give their opinion on their accuracy. In this process, however, the researchers also made it possible for the participants to remove their opinions from the data set or add new ones to it.
Detailed descriptions were used in order to ensure the transferability of research findings (Patton, 2002). Credibility of findings in the qualitative research depend on the sufficient description of the data obtained (Bogdan & Biklen, 2003). As a matter of fact, detailed description is the expression of raw data to the reader without adding comments in a structured way according to the concepts and themes emerging (Yıldırım & Şimşek, 2008). For this reason, the findings obtained in the research were transferred without any comment and direct quotations were frequently used by the researchers.

Results
In this part of the research, the findings obtained by analysing the data, which were collected in order to solve both the quantitative and qualitative problems of research were given. For this reason, the findings obtained in the research were given under the headings of "quantitative findings" and "qualitative findings".

Quantitative Findings
Quantitative findings obtained in the study were examined under the titles of the "attitude towards teaching profession" and "teacher sense of efficacy beliefs".

Attitude towards Teaching Profession
In the study, in order to be able to compare the pretest and posttest scores of the pre-service teachers obtained from the attitude towards the teaching profession scale, the dependent samples t-test was used (see Table 2). Looking at Table 2, it was concluded that there was a statistically significant difference between the pretest and posttest scores of pre-service teachers for the attitude towards teaching profession (t(13) = -3.22, p < .05).
This finding obtained demonstrated that teaching practices were effective in the development of pre-service teachers' attitude towards teaching profession.

Teacher Sense of Efficacy Belief
In the study, in order to be able to compare the pretest and posttest scores of pre-service teachers on sense of efficacy belief scale, t-test was used (see Table 3).  Table 3 revealed that there was not a statistically significant difference between the pretest and posttest scores of the pre-service teachers regarding the sense of efficacy belief for student engagement (t(13) = -.87, p > .05), the sense of efficacy belief for instructional strategies (t(13) = -1.81, p > .05), and the sense of efficacy belief for classroom management (t(13) = -.11, p > .05). The finding obtained showed that the teaching practices were not effective in the development of sense of efficacy belief of the pre-service teachers. Although the teaching practices created no significant effect on pre-service teachers' sense of efficacy beliefs, they were seen to develop their efficacy beliefs when arithmetic means were compared.

Qualitative Findings
The qualitative findings obtained in the study were conceptualised under the main themes entitled as "attitude towards the teaching profession" and "teachers' sense of efficacy belief".
I can say that I was not much interested in teaching profession before going to school for an internship [teaching practices]. In other words, I took a step for this profession, but frankly I didn't think it was a profession that attracted my attention very much. My interest in this profession has really increased with teaching practices (TC-8). Of course, I had an interest in this profession before, but my interest increased with teaching practices. In these practices, I believed that this profession was right for me (TC -3).
[...] My interest in the teaching profession has improved more through teaching practices (GN-11).
Pre-service teachers began to talk more about the teaching profession. It was seen in their speeches that there were sentences about their interest in teaching (OB-3). I think the teaching profession is very suitable for me. This profession has begun to attract my attention more. I am very excited to think that I will do this profession (TC -13). Looking at the excerpts given above, it was understood that the pre-service teachers' interest in the teaching profession increased. In the study, it was observed that while some pre-service teachers' interest in the profession was low before the teaching practices, their interest increased with these practices. Also, in the study, it was concluded that the pre-service teachers' love towards the profession as well as their interest showed improvement through teaching practices.
I love the teaching profession very much. My love for this profession has increased even more thanks to teaching practices (TC-7).
The teaching profession has started to seem very attractive to me. Of course, I can never ignore the role of teaching practices in this. Thanks to these practices, I have started to love the teaching profession even more (LD-6). I didn't really have much love for the teaching profession before. However, my love for this profession has improved more through teaching practices (TC-9). […] It was observed that pre-service teachers loved the teaching profession more when they went to schools for practices. It was seen that pre-service teachers expressed that they were very happy on the days when they went to schools for practice (OB-2). As a matter of fact, I can't say that I love this profession very much before teaching practices. However, thanks to these applications I have understood that I really like the teaching profession (TC-1).
Looking at the views above, it was understood that pre-service teachers started to love the teaching profession thanks to their teaching practices. In the study, it was seen that while some pre-service teachers' prior love for the profession was low before teaching practices, it increased with these applications. In addition, it was concluded that the pre-service teachers had the desire to do the profession in the future through teaching practices.
After my teaching practices, my desire to do the teaching profession in the future has increased even more. At first, I thought, after graduation, maybe I would not do this job, however, after the teaching practices; my desire to do this profession has increased (TC-5).
In the future, I want to do the teaching profession very much. […] I think this profession is really suitable for me (LD-12). I definitely want to do this profession in the future. I look forward to doing this profession as soon as possible (TC-4). I want to perform the teaching profession very much. This profession is very suitable for my qualifications. I want to have my own students and I want to do the teaching profession very much (TC-6). As shown in the quotations above, it was understood that the pre-service teachers' desire to do the teaching profession in the future improved. In the research, it was concluded that the pre-service teachers wanted to begin the teaching profession as soon as possible and to perform this profession in the near future.

Teacher Sense of Efficacy Belief
In the study, the findings related to pre-service teachers' sense of efficacy belief were conceptualised under three sub-themes (see Table 5).   Table 5 shows that pre-service teachers' sense of efficacy belief was examined under three sub-themes. These sub-themes were determined to be "sense of efficacy for student engagement", "sense of efficacy for instructional strategies", and "sense of efficacy for classroom management". In the study, the first sub-theme that emerged was "sense of efficacy for student engagement". At the end of the teaching practice, it was concluded that "sense of efficacy belief for student engagement" of the pre-service teachers showed no improvement.
I don't know the ways about how to ensure the participation of the students. In other words, I don't feel competent in ensuring the students' participation in the lesson. No matter what I do, I fail in having my students participate in the lesson effectively (TC-2). Frankly, I do not consider myself competent in having students participate in the lesson. All I do in the classroom is to ask questions to students. I cannot make them participate in the class by just asking questions (TC-12).
[...] in particular, I'm aware that only I am speaking in the lesson. The only way that I use for having students participate in class is to ask questions. I think I should improve this (LD-4). I want students to participate in class effectively. However, I don't know exactly how I'm supposed to do this (TC-14).
In the study, it was observed that pre-service teachers stated that they were not competent enough in ensuring student engagement. While the pre-service teachers stated that they were not competent to provide student engagement, they stated that the only way they used to ensure student engagement in the classroom was the question-answer technique. This finding that emerged in the research was also reflected in some observation results.
It was observed that the pre-service teachers used the question-answer technique to ensure the student engagement in the class. It was observed that the pre-service teacher using this technique was not competent in ensuring student engagement (OB-1). It was observed that the pre-service teacher applied the question-answer technique in order to ensure the student engagement in the course. However, it was observed that student engagement remained very limited with this technique (OB-2). Looking at the quotations regarding the observation record, it was understood that pre-service teachers were competent in providing student engagement. It was determined that pre-service teachers only used the question-answer technique to ensure student engagement. Also, the pre-service teachers included in the study stated that they experienced inefficacy to ensure student engagement in the classroom by providing student motivation.
Essentially, I think students have motivation problems in the classroom. Therefore, they are reluctant to attend the class. […] I have no idea how to ensure students' engagement effectively in the classroom by motivating them (TC-11).
[…] I think that students do not have enough motivation to attend the class. I really don't know how to motivate them to attend class (LD-13). I'm trying to motivate the students by only mentioning that the subject will be asked in the exams. However, I don't think that works very much (TC-3).
Looking at the opinions expressed by the pre-service teachers, it was understood that they felt inefficient in providing student motivation. However, it was concluded that pre-service teachers also experienced incompetency in ensuring the unsuccessful students to understand the course better.
It is easy to teach the course to the successful students, in other words, it is very easy to ensure the participation of the successful students in the class. The main problem I'm having is ensuring the participation of failing students. […] Considering that most of the classroom consists of unsuccessful students, I can say that I really have a problem in ensuring the participation of these students (TC-6). The course is very monotonous. Generally speaking, I can say that the course is carried out with a small number of students. Very few students participate in the class (LD-5). I really feel incompetent in ensuring the participation of the failing students because, in order for a course to be effective, all students must be actively involved in the course. I can't achieve it (TC-9). Pre-service teacher teaches a lesson in the class with a few students participating. He is directing the teaching-learning process with four students sitting in the front row in the way of question-answer (OB-3). When the above quotations were examined, it was determined that while the pre-service teachers experienced no problems in ensuring the engagement of successful students, they experienced problems especially in ensuring the participation of the failing students in the classroom. In this sense, it could be suggested that teaching practices did not improve the sense of efficacy belief of pre-service teachers. On the other hand, it was concluded that pre-service teachers had incompetency in using instructional strategies in the study.
In the classroom, I usually apply the direct instruction method. Apart from that, I do not apply a different teaching method (TC-7). The pre-service teacher mostly uses the direct instruction method. He only explains the subject and checks whether the students understand the subject through the question (OB-1). Frankly, I don't feel myself competent in implementing instructional strategies. There are few strategies I know. Apart from that, I do not apply different methods (TC-9). When the above quotations were examined, it was observed that pre-service teachers were not competent in applying different instructional strategies in the classroom. In addition, the pre-service teachers expressed that they also felt incompetent in creating appropriate learning environments for students.
I don't think the classroom environment is suitable for students to learn effectively. However, I have no idea how to make the class a suitable learning environment (TC-10).
The pre-service teacher conducted teaching activities before making any changes in the classroom environment (OB-2). I'm not doing any changes in the class environment before the lesson. The existing learning environment is not sufficient for students, but I think I can't do anything else (LD-8).
While the pre-service teachers expressed their inability to create an appropriate learning environment within the classroom, they stated that they had difficulty in finding suitable answers to some questions from the students.
Sometimes students may ask challenging questions. Frankly, I'm surprised by these questions. I can't answer (TC-12). Today a student asked me a really challenging question about a topic that I was teaching. I had a hard time answering the student. I said I would answer this question next week (LD-2). I'm having trouble answering some questions of the students. [This kind of questions] are indeed compelling (TC-1). The pre-service teacher saw someone raising his or her hand. She let the student ask a question. When the student asked his question, the pre-service teacher said that she did not know the answer of that question (OB-3). When the quotations given were examined, it was understood that pre-service teachers stated that some of the questions asked by the students were challenging and they had problem finding suitable answers to these questions. However, the pre-service teachers stated that they felt incompetent in creating alternative explanations and examples when students were confused or unable to understand a topic.
Sometimes while teaching a topic, I see that the students cannot understand the subject. However, I find it hard to explain it to the students in a different format. I find it difficult to find different explanations (TC-14 . When looked at the statements above, it was found that the pre-service teachers were insufficient to provide alternative explanations and examples in order to make students understand the subject they did not understand. It was concluded that pre-service teachers were not competent to provide different explanations and examples in order to make students understand the subject they did not understand. In the study, the last sub-theme that emerged was "sense of efficacy for classroom management". At the end of the teaching practices, it was understood that pre-service teachers' sense of efficacy for classroom management did not show any improvement. I do not feel competent in activities carried out in the classroom in a regular way. I mean, I can't say that I'm feeling very competent in class management (TC-8). I can't do anything against students who display improper behaviours in class (LD-12). I, personally, cannot direct a student who misbehaves in class to the lesson. I have no idea about how to do it (TC-13). […] A pre-service teacher warned a student making noise in the classroom. After remaining quiet for 2-3 minutes, the student started to speak again. The pre-service teacher warned the student again.
However, this time the student continued talking with his or her friend without paying any attention to this warning (OB-1). For example, there is a student in the class. He does not care about anyone. He sabotaged me many times while I was lecturing. However, I couldn't do anything to such students (LD-1). When the quotations were examined, it was seen that the pre-service teachers felt themselves incompetent in preventing undesired student behaviours in class. In other words, the pre-service teachers suggested that they experienced incompetency in classroom management. Also, the strategies used by the preservice teachers to control undesirable behaviours in the classroom showed that they experienced inadequate classroom management.
I mean, I don't know how to control a student with a negative attitude. Probably, the only thing I can do is warning verbally (TC-6). I use [verbal] warning to control the student who is displaying undesirable behaviour in the classroom. You know, I tell him/her that I will complain to the headmaster of the school (TC-14).
When I see a student who displays a negative attitude in the classroom, I only get angry with him or her (LD-5). For example, there is a student in the classroom. He is controlling the Smart Board by his telephone. I know he is doing it. I can't do anything about it. Going next to him I told him to turn off the phone but he turned his head, he didn't listen. I ignored it once, but he kept doing it (TC-9). While writing on the board, pre-service teacher turned around to warn a student who talks too much.
The student responded to the pre-service teacher in a scolding way. Upon this, the pre-service teacher acting as if nothing had happened continued writing on the Blackboard. There was laughter in the classroom (OB-3).
When the above quotations were examined, it was observed that pre-service teachers had difficulty in controlling students displaying negative behaviours in the classroom. In the study, it was understood that the strategies used by pre-service teachers to control students having negative behaviours in the classroom were generally ignoring or verbally warning. In addition, the pre-service teachers expressed that they felt incompetent in ensuring the students in compliance with the classroom rules.
From time to time, I remind the class rules to students. But, I see they don't obey them. I can't do anything about it (TC-4).
[…] I can't get the students to obey to the classroom rules (LD-7). Students, unfortunately, have no consciousness of following class rules. I really don't feel competent in ensuring this (TC-10).
As can be seen, while the pre-service teachers stated that students did not comply with the classroom rules, they also implied that they did not know how to ensure their compliance with these rules. The pre-service teachers suggested that they experienced feeling of incompetency by expressing that they had problems in terms of students' compliance with the classroom rules.

Discussion, Conclusion and Implications
In the present study, the effect of teaching practices on pre-service teachers' attitude towards the profession and sense of efficacy beliefs were examined. In the study, exploratory sequential mixed methods design was used, and the process involved collecting quantitative data and then supporting quantitative findings with qualitative data.
According to the first finding in the study, it was concluded that teaching practices had a statistically significant effect on the attitude of pre-service teachers towards the profession. This finding showed that teaching practices were effective in developing pre-service teachers' attitude towards the profession. In addition, in the qualitative data obtained, it was understood that the teaching practices had a significant contribution to the development of positive attitude towards the profession. In the research, the pre-service teachers expressed that their interest and love towards the profession increased with teaching practices and their desire to do the profession in the future also developed. In the previous research, it was seen that while pre-service teachers receiving pedagogical formation training had positive attitude towards the teaching profession (Eraslan & Çakıcı, 2011;Yenice & Alpak-Tunç, 2016), they were also understood to love the profession (Dikmen & Tuncer, 2018), had an interest in it (Özkan, 2012), showed commitment to it (Gülşen & Seyratlı, 2014;Özkan, 2012), and had a tendency to perform it in the future (Gülşen & Seyratlı, 2014). Preservice teachers' positive attitude towards the teaching profession will enable them to be more effective in performing this profession (Tarman, 2012). The success of pre-service teachers depends on their love and willingness to perform this profession (Aydın & Sağlam, 2012). As a matter of fact, it is unlikely that pre-service teachers can fulfill the teaching profession effectively and efficiently without having positive attitude (Çeliköz & Çetin, 2004). In this respect, it can be said that teaching practices have a very important place in pre-service teachers' gaining positive attitude towards the profession. Teaching practices, which have a very important place in the education of pre-service teachers (Ben-Peretz, 2001), contribute positively to their attitude towards the profession (Karasu-Avcı & Ünal-İbret, 2016) besides provide pre-service teachers with teaching skills (Hacıömeroğlu & Şahin, 2011;Akpınar, Çolak, & Yiğit, 2012), and competencies (Sarıçoban, 2008;Tarman, 2012). While these practices make pre-service teachers' knowledge more permanent, they also create important changes in their attitude towards the profession (Demirtaş, Cömert, & Özer, 2011) because if preservice teachers develop positive attitude towards the teaching profession, they perform the profession more effectively and efficiently (Çeliköz & Çetin, 2004). However, it is seen that the research on the effect of teaching practices on pre-service teachers' attitude towards profession reveals different results. While some studies on this subject show that teaching practices positively improve pre-service teachers' attitude towards the profession (Kılıç, 2004;Şişman & Acat, 2003), some studies show that these practices adversely affect their attitude towards the profession (Koç & Demirel, 1999;Toprakçı, 2003). However, it is aimed to make positive contributions with these practices to pre-service teachers' attitude towards profession (Karasu-Avcı & Ünal-İbret, 2016). From this perspective, it is thought that the different experiences of pre-service teachers in schools may be effective in these results presented by the research literature. Indeed, the interaction of preservice teachers with students and teachers in schools may affect their feelings and thoughts positively or negatively, and may cause them to get closer to or be away from the teaching profession (Oğuz, 2004). However, it is thought that whether or not encountered with problems in these applications can affect the attitude of pre-service teachers towards the profession positively or negatively (Azar, 2003;İnan & Özgen, 2008). Teaching practices, which carry out an important function (Aslan & Sağlam, 2018), should be regulated in order for pre-service teachers not to experience negative experiences and gain positive attitude towards the profession (Oğuz, 2004). In this sense, it is very important to realise these practices, which have an important role in the formation of positive opinions of pre-service teachers (Gökçe & Demirhan, 2005), under the guidance of leading teachers in the profession and in schools with appropriate conditions. According to another finding obtained in the study, it was concluded that teaching practices did not have a statistically significant effect on the sense of efficacy belief of pre-service teachers. The finding obtained showed that teaching practices were not effective in developing sense of efficacy belief (student engagement, instructional strategies and classroom management) of pre-service teachers. In addition, it was understood from the qualitative data obtained, the teaching practices did not contribute to the development of sense of efficacy belief of pre-service teachers. In the study, the pre-service teachers stated that there was no difference in sense of efficacy belief related to student engagement, instructional strategies, and classroom management through teaching practices. Previous research reports that the sense of efficacy of pre-service teachers, who are receiving pedagogical formation training, is in a higher level (Bakaç & Özen, 2017;Dadandı, Kalyon, & Yazıcı, 2016;Elkatmış, Demirbaş, & Ertuğrul, 2013). However, the qualitative research literature demonstrates different results. The research literature provides inconsistent results on the sense of efficacy of pre-service teachers (student engagement, instructional strategies, and classroom management) (Ercan- Özaydın, Çavaş, & Cansever, 2017;Şahin-Taşkın & Hacıömeroğlu, 2010). In the study carried out by Ercan-Özaydın, Çavaş, and Cansever (2017), it was seen that pre-service teachers felt competent regarding student engagement, instructional strategies, and classroom management. Similarly, in other studies, the pre-service teachers, who are receiving pedagogical formation training, were determined to feel competent in terms of teaching-learning process (Akyıldız, 2017;Yalçın & Akay, 2015) and measurement and evaluation (Erdoğdu & Kurt, 2012;Yalçın & Akay, 2015). On the contrary, in a study conducted by Taşkın and Hacıömeroğlu (2010), it was found that preservice teachers did not feel competent in relation to student engagement, instructional strategies, and classroom management. However, it is important for pre-service teachers to be able to engage students in the classroom, use appropriate instructional strategies, and to have proficiency in classroom management to create an effective teaching-learning process (Tschanen-Moran, Woolfolk-Hoy, & Hoy, 1998). In other words, it is not possible for pre-service teachers who do not have the necessary competencies in this issue to construct an effective teaching and learning process (Tschanen-Moran & Hoy, 2001). The data obtained in the study revealed that the teaching practices were inadequate to improve the sense of efficacy beliefs of pre-service teachers about student engagement, instructional strategies, and classroom management. From this perspective, it is possible to say that teaching practices do not make enough contribution to the pre-service teachers' sense of efficacy belief. However, the applications that pre-service teachers realise in schools are of great importance for them to improve their sense of efficacy belief (Bayrakdar, Vural-Batık, & Barut, 2016). Teaching practices, which are thought to have an important place in developing teacher's sense of efficacy belief (Sağır, Bilen, & Ercan, 2014), help pre-service teachers see their strengths and weaknesses (Tschanen-Moran, Hoy, & Woolfolk-Hoy, 1998). At the same time, these practices provide direct experiences to preservice teachers and contribute to the development of their sense of efficacy belief (Tschanen-Moran & Hoy, 2001). After teaching practice, pre-service teachers are expected to gain experience in organising students in the classroom, communicating with them and actively including them in the teaching-learning process (Aktağ, 2011). However, the research literature shows that teaching practices do not have a significant effect on the sense of efficacy belief of pre-service teachers (Aktağ, 2011;Sağır, Bilen, & Ercan, 2014). In addition, the related literature also reports that teaching practices are not shown as effective courses by pre-service teachers (Görgen, Çokçalışkan, & Korkut, 2012). Therefore, it can be said that the research literature supports the findings of this study. This result reveals that teaching practices are inadequate in developing sense of efficacy beliefs of pre-service teachers. It is thought that some reasons may be effective in the emergence of the finding obtained. The following reasons can be said to be effective in the emergence of the finding:, the inadequacy of the duration of teaching practices (Özkılıç, Bilgin, & Kartal, 2008), lack of adequate conditions of practice schools, lack of competent mentor teachers (Aslan & Sağlam, 2018), lack of competent instructors (Topkaya, Tokcan, & Kara, 2012), high number of pre-service teachers per instructor (Azar, 2003), lack of opportunity for pre-service teachers to develop themselves (Çelikten, Şanal, & Yeni, 2005), and lack of coordination between faculty and practice school (Aydın, Selçuk, & Yeşilyurt, 2007). Therefore, teaching practices need to be regulated in a way that pre-service teachers develop adequate level of sense of efficacy beliefs. It is because HEC has revised its curricula and has extended its teaching practice to two semesters for all departments (HEC, 2018). Along with that, the MoNE has limited the number of pre-service teachers per teacher in teaching practices to a maximum of eight (MoNE, 2018). When looked at these regulations, it is understood that it is aimed to train pre-service teachers more effectively. It can be argued that the fact that HEC (2018) extended its teaching practice to two semesters for each department has allowed the pre-service teachers to practice for longer periods of time and that with the amendment it has made, MoNE (2018) tries to make interaction between instructor, mentor and pre-service teachers more efficient. Although the regulations of HEC (2018) and MoNE (2018) regarding their teaching practices are considered positive, it seems that the system continues to have some problems. For example, the fact that the schools of practice do not have appropriate conditions, mentor teachers do not have the necessary competences (Aslan & Sağlam, 2018), the inadequate teaching staff to provide guidance and education faculties' being not selective in the selection of mentor teachers (Topkaya, Tokcan, & Kara, 2011) may be shown amongst these problems. Therefore, it can be argued that these problems reduce the expected efficiency from teaching practices. In this context, it may be said that the focus should be on a holistic approach to teaching practices rather than making partial changes over applications.
As a result, while it was seen in the study that teaching practices are effective in developing pre-service teachers' attitude towards the profession, it was understood that these practices were not effective in developing their sense of efficacy beliefs. Therefore, it can be said that increasing the duration of teaching practices is very important. In this way, it is expected that both pre-service teachers will spend more time in schools and improve their attitude towards the profession and they will be able to improve the sense of efficacy beliefs by having the opportunity to practice more. It can also be stated that special attention should be given to the choice of practice schools. As a matter of fact, it is not possible for pre-service teachers to develop positive attitude towards the profession or to develop the sense of efficacy beliefs in schools which do not have appropriate conditions. Similarly, it is recommended that lecturers and mentors who do not have the necessary competency should not be preferred for these applications. From this point of view, it is very important to especially select mentors who have received teaching education and have high level of sense of efficacy beliefs in their profession. For this purpose, faculty of education should show the required sensitivity in the selection of instructor and the National Education Directorates should show the required sensitivity in the selection of mentors and practice schools. At the same time, it is of great importance to increase the coordination between practice schools and faculties of education and to try to solve the problems that arise in practice by the coordination of these institutions. Finally, it is required to make necessary regulations by considering teaching practices as a holistic approach rather than a partial approach.