Investigation of pre-service teachers' self-efficacy and their views on problem-based learning

This chapter aims to analyze the changes in pre-service teachers' views of problem-based learning and the effects of problem-based learning on their self-efficacy beliefs. A total of 29 pre-service teachers in total took part in this study. Self-efficacy for problem-based learning scale and a semi-structured interview form were used as data collection tools. Paired samples t-test was used in analyzing the quantitative data while content analysis was used in analyzing the qualitative data. On evaluating the results obtained in general, the fact that the pre-service teachers' self-efficacy did not change at the end of the problem¬based learning application and that their views of problem-based learning were not at the desired level could be attributed to the fact that they did not have the opportunity to practice problem-based learning during their undergraduate education.