The Investigation of Pre-service Teachers ’ Perceptions about Critical Reading Self-Efficacy

Problem Statement: Teachers have important roles in teaching critical reading skills that already exist in the curriculum. Teachers themselves should have critical reading skills and be able to identify them so as to be able to teach these skills to their students. Therefore, it becomes necessary to determine the extent to which pre-service teachers have acquired knowledge and skills regarding critical reading and the training of teachers. Determining pre-service teachers ’ critical reading skill is significant since it may provide ideas for the teacher training institutions as to how to train more qualified teachers. While some studies about the critical thinking and reading skills of teachers exist in the literature, no study investigating the critical reading self-efficacy perceptions of pre-service teachers was found. Therefore, this study is important in revealing the critical reading self-efficacy perceptions of pre-service teachers. Purpose of the Study: The main objective of this study is to determine teachers ’ perceptions about their self-efficacy on critical reading. In this respect, the present study seeks answers to such questions as “What is the level of pre-service teachers ’ sense of self-efficacy on critical reading? ” and “Do teachers ’ senses of self-efficacy on critical reading differ according to their graduation programs, grade levels, genders and academic achievements?