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Journal articles on the topic 'Science teachers Science Science teachers Self-efficacy'

Author: Grafiati

Published: 4 June 2021

Last updated: 10 February 2022

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1

Ilhan, Nail, Zeynel Abidin Yilmaz, and Hülya Dede. "ATTITUDES OF PRE-SERVICE SCIENCE TEACHERS TOWARDS EDUCATIONAL RESEARCH AND THEIR SCIENCE TEACHING EFFICACY BELIEFS IN TURKEY." Journal of Baltic Science Education 14, no. 2 (2015): 183–93. http://dx.doi.org/10.33225/jbse/15.14.183.

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One of the most necessary teaching competencies for science teachers concerns their self-efficacy belief. It is also necessary for teachers to benefit from educational research in order to develop their science teaching efficacy beliefs. However, studies are restricted. This study aims to analyze the attitudes of pre-service science teachers towards educational research and their science teaching efficacy beliefs, and the relationship between the two variables according to some demographical (academic achievement, gender, and the type of high school they attended). The study was conducted acco

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Olmez, Cemil, and Serap Ozbas. "Teacher self-efficacy according to Turkish Cypriot science teachers." Africa Education Review 14, no. 3-4 (2017): 36–51. http://dx.doi.org/10.1080/18146627.2016.1224564.

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Jean-Baptiste, Davis, David Palmer, and Jennifer Archer. "Preservice Teacher Self-Efficacy for Enhancing Students’ Long-Term Interest in Science." Global Journal of Educational Studies 5, no. 1 (2019): 41. http://dx.doi.org/10.5296/gjes.v5i1.14672.

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There is currently a great concern among educationalists regarding the widespread decline in student interest in school science. As a result of this decline, our future teachers will be faced with the challenge of enhancing their students’ long-term interest in science. Yet it is not known whether they will have the dispositions necessary to achieve this. Teacher self-efficacy is known to be a relatively accurate predictor of teacher behaviour. The purpose of this study was to investigate preservice teachers’ self-efficacy for enhancing students’ long-term interest in science. The participants

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Maseko, Bob, and Hlologelo Climant Khoza. "EXPLORING IN-SERVICE SCIENCE TEACHERS’ BELIEFS ABOUT GOALS OR PURPOSES OF SCIENCE TEACHING." Journal of Baltic Science Education 20, no. 3 (2021): 456–70. http://dx.doi.org/10.33225/jbse/21.20.456.

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Research indicates that teachers’ beliefs about goals or purposes of science teaching, as one dimension of science teaching orientations, influence what happens in the classroom. The purpose of this research was to explore the self-reported and enacted goals or purposes of science teaching of four in-service Malawian science teachers using the curriculum emphases concept as a theoretical lens. This research used qualitative case study research design. Semi-structured interviews and classroom observations were used to explore teachers’ self-reported and enacted goals or purpose of science teach

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Valdmann, Ana, Jack Holbrook, and Miia Rannikmäe. "DEFINING TEACHER OWNERSHIP: A SCIENCE EDUCATION CASE STUDY TO DETERMINE CATEGORIES OF TEACHER OWNERSHIP." Journal of Baltic Science Education 19, no. 4 (2020): 659–74. http://dx.doi.org/10.33225/jbse/20.19.659.

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This study seeks to put forward a justified definition for the concept of Teacher Ownership, and establishes levels of science teacher ownership, based on a hierarchy of categories, using phenomenographic analysis. Such ownership is based on a meaningful science teacher internalisation of a motivational context-based teacher approach, established via a prior CPD programme. In so doing, the study distinguishes between teachers’ self-efficacy levels attained at the end of the CPD and teacher ownership indicating the capability of propagating the desired teaching to students and other teachers. T

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Chan, Sane Hwui, and Yoon Fah Lay. "EXAMINING THE RELIABILITY AND VALIDITY OF RESEARCH INSTRUMENTS USING PARTIAL LEAST SQUARES STRUCTURAL EQUATION MODELING (PLS-SEM)." Journal of Baltic Science Education 17, no. 2 (2018): 239–51. http://dx.doi.org/10.33225/jbse/18.17.239.

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Understanding teacher’s behavioural intention in teaching science becomes a foundation to improve teacher education programme. Prior to the evaluation of the interrelation between teacher self-efficacy beliefs, teaching motivation, attitudes towards teaching science, and behavioural intention in teaching science, this research examines the reliability and validity of instruments used to measure the constructs. ‘Science Teaching Efficacy Belief Instrument-Form B’ (STEBI-B) was used to measure pre-service science teachers’ self-efficacy beliefs. ‘Work Tasks Motivation Scale for Teachers’ (WTMST)

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Haatainen, Outi, Jaakko Turkka, and Maija Aksela. "Science Teachers’ Perceptions and Self-Efficacy Beliefs Related to Integrated Science Education." Education Sciences 11, no. 6 (2021): 272. http://dx.doi.org/10.3390/educsci11060272.

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To understand how integrated science education (ISE) can be transferred into successful classroom practices, it is important to understand teachers’ perceptions and self-efficacy. The focus of this study is twofold: (1) to understand how teachers perceive ISE and (2) to assess if science teachers’ perceptions of and experiences with integrated education correlate with their views on self-efficacy in relation to ISE. Ninety-five Finnish science teachers participated in an online survey study. A mixed method approach via exploratory factor analysis and data-driven content analysis was used. Self

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Ewesor, Stella, and Andrew Urevbu. "Relationship between perceived self-efficacy and teaching practice performance among pre-service basic science teachers in colleges of education, Delta State, Nigeria." Tropical Journal of Education 2, no. 1/2 (2021): 1–11. http://dx.doi.org/10.47524/tje.v2i1.3.

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The study examined the relationship between perceived self-efficacy of pre-service basic science teachers and teaching practice performance in colleges of education in Delta State, Nigeria. One hundred and twelve (112) pre-service basic science teachers were selected from two colleges of education in Delta State. Forty-six (46) from College of Education l (COEI) while sixty-six (66) from College of Education II (COEII). The study tested three hypotheses derived from the three research questions. The independent variable was perceived self-efficacy of the pre-service basic science teachers, the

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Aljuzayri, Zahrah Hussain. "The Relationship Between U.S. High School Science Teacher’s Self-Efficacy, Professional Development, and Use of Technology in Classrooms." Journal of Research in Science Mathematics and Technology Education 4, no. 1 (2021): 45–62. http://dx.doi.org/10.31756/jrsmte.414.

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There have been a limited number studies that examined the relationship between professional development(PD) and self-efficacy with technology tool use, specifically concerning high school science teachers. The main goal ofthis quantitative study was to identify any specific correlations between science teacher self-efficacy and the professionaldevelopment science teachers received for those specific classroom technologies. Participants were comprised of arandomized sample set of high school science teachers throughout 46 different US States.The data was collected byusing an online survey via

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Daugbjerg, Peer S., Lars Brian Krogh, and Charlotte Ormstrup. "Teachers´ challenges with new interdisciplinary science in Denmark." Nordic Studies in Science Education 14, no. 2 (2018): 203–20. http://dx.doi.org/10.5617/nordina.6193.

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In Denmark, a new interdisciplinary agenda has been invented across the science subjects in lower secondary school. Interdisciplinary integration around six major problem-based teaching sequences in grades 7-9 has been made mandatory, and a new interdisciplinary oral end examination has been devised. The new examination format was piloted with volunteering teachers/classes during spring 2016 end examination. The present study captures teacher challenges facing and implementing the new interdisciplinary agenda in its pilot-year, including the end examination. Empirically, we have surveyed inter

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GÜRBÜZ, Fatih, and Akın Aykut KONAKCI. "Investigation of environmental knowledge and environmental education self-efficacy levels of science teachers and teachers candidates." Journal of Human Sciences 17, no. 1 (2020): 1228–43. http://dx.doi.org/10.14687/jhs.v16i4.5884.

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In this research, it is aimed to examine the environmental knowledge and environmental education self-efficacy levels of Science teachers and prospective science teachers in terms of various variables. In this context, screening model was used. The universe of the study consisted of the science teachers who work in Iğdır province in the 2016-2017 academic year and the 3rd and 4th class studying in the Science Teaching Department of the Faculty of Education at Bayburt University. The sample of the study consisted of 110 science teachers and 110 science teacher candidates determined by easily ac

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Simsar, Ahmet, and Shannon G. Davidson. "Sources of Preservice Early Childhood Teachers’ Self-Efficacy Beliefs About Teaching Science: A Phenomenological Study." Journal of Qualitative Research in Education 8, no. 3 (2020): 1–20. http://dx.doi.org/10.14689/issn.2148-2624.1.8c.3s.1m.

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YeniceNyenice@gmail.com, Nilgün. "Search of science teachers’ teacher efficacy and self-efficacy levels relating to science teaching for some variables." Procedia - Social and Behavioral Sciences 1, no. 1 (2009): 1062–67. http://dx.doi.org/10.1016/j.sbspro.2009.01.191.

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Keklikci, Nesrin, and Yavuz Saka. "Exploring the interaction between Science teachers’ self-efficacy beliefs and pedagogical discontentment: An attempt to understand why science education reform fails." International Journal of Psychology and Educational Studies 6, no. 2 (2019): 1–14. http://dx.doi.org/10.17220/ijpes.2019.02.001.

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Menon, Deepika, and Troy D. Sadler. "Preservice Elementary Teachers’ Science Self-Efficacy Beliefs and Science Content Knowledge." Journal of Science Teacher Education 27, no. 6 (2016): 649–73. http://dx.doi.org/10.1007/s10972-016-9479-y.

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Albantani, Sukro Muhab. "THE LEADERSHIP INFLUENCE AND SELF EFFICACY ON MOTIVATION." Journal of Education Research in Administration and Management (JERAM) 1, no. 1 (2017): 15. http://dx.doi.org/10.29061/jeram.v1i1.10.

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The purpose of this research is to determine the influence of school leadership by the principal and self-efficacy towards the teachers’ motivation. This research used expost facto method, by involving 165 Natural Science teacher of integrated Islamic school as a randomly selected sample. The results of this research indicates that there are significantly differences in motivation of the Natural Science teachers between teachers led by principals who have a transformational leadership with transactional leadership. There is also a significant interaction impact between principal's leadership a

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Pröbstl, Gerlinde, and Kerstin Schmidt-Hönig. "Self-Efficacy in Social Science." Discourse and Communication for Sustainable Education 10, no. 2 (2019): 49–59. http://dx.doi.org/10.2478/dcse-2019-0017.

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Abstract In order to manage the challenges of the 21st century, the assessment of individual self-efficacy constitutes an important factor in the educational context; both on the personal as well as on the social and organisational level. This fact justifies the consideration of self-efficacy as a basic competence, whose development must be started on the primary level. Pupils and teachers realise the resources that contribute to the development of a successful self-concept: increased motivation, a courageous selection of tasks to be fulfilled, and the possible influence on future social and e

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Velthuis, Chantal, Petra Fisser, and Jules Pieters. "Teacher Training and Pre-service Primary Teachers’ Self-Efficacy for Science Teaching." Journal of Science Teacher Education 25, no. 4 (2014): 445–64. http://dx.doi.org/10.1007/s10972-013-9363-y.

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Ngman-wara, Ernest Immaare, and Dorwu Ishmael Edem. "Pre-Service Basic Science Teachers’ Self-Efficacy Beliefs and Attitudes towards Science Teaching." International Journal for Innovation Education and Research 4, no. 8 (2016): 20–41. http://dx.doi.org/10.31686/ijier.vol4.iss8.576.

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The main purpose of the study was to explore preservice basic pre-service science teachers’ self-efficacy beliefs and attitude regarding science teaching. Data were collected by administering science teaching self-efficacy beliefs and attitude towards science teaching instruments to 100 pre-service basic science teachers (92 males and 8females). Descriptive statistical techniques such as mean scores, standard deviations and percentages were used to analyse the data. Results of the study showed that the pre-service basic science teachers have very high level of self-efficacy beliefs and positiv

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Knaggs, Christine M., and Toni A. Sondergeld. "Science as a Learner and as a Teacher: Measuring Science Self-Efficacy of Elementary Preservice Teachers." School Science and Mathematics 115, no. 3 (2015): 117–28. http://dx.doi.org/10.1111/ssm.12110.

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Dede, Hulya, Zeynel Abidin Yilmaz, and Nail Ilhan. "Investigation of the Self-efficacy Beliefs of Pre-service Science Teachers in Terms of Following and Using the Innovations in the Field of Education." Journal of Education and Training Studies 5, no. 2 (2017): 21. http://dx.doi.org/10.11114/jets.v5i2.2025.

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One of the factors influencing teachers’ and pre-service teachers’ self-efficacy beliefs is the use of innovations and research in education (scientific articles, thesis, and new teaching materials). This study aims to examine to what extent pre-service science teachers follow the innovations in the field of education and use these innovations in their profession. Secondly, how the innovations in the field of education effect teachers’ science teaching self-efficacy beliefs is examined. Survey method which is one of the quantitative research approaches was used in this study. The sample group

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Wright, Belgin, and Devrim Akgunduz. "The relationship between technological pedagogical content knowledge (TPACK) self-efficacy belief levels and the usage of Web 2.0 applications of pre-service science teachers." World Journal on Educational Technology: Current Issues 10, no. 1 (2018): 52–69. http://dx.doi.org/10.18844/wjet.v10i1.3332.

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AbstractThe purpose of this study is to determine the technological pedagogical content knowledge (TPACK) self-efficacy levels of pre-service science teachers with respect to variables in their use of Web 2.0 applications. A survey model has been conducted on a study group consisting of 344 final year pre-service science teachers at six different state universities in Turkey during the academic year of 2017–2018. The ‘personal information form’, the ‘Web 2.0 applications usage situation survey’ and the ‘TPACK self-efficacy belief scale’ were employed. Data obtained from the study group have be

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Finson, Kevin D. "Investigating preservice elementary teachers’ self-efficacy relative to self-image as a science teacher." Journal of Elementary Science Education 13, no. 1 (2001): 31–41. http://dx.doi.org/10.1007/bf03176931.

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Ormancı, Ümmühan, Sevinç Kaçar, Erkan Özcan, and Ali Günay Balım. "The effect of contemporary approaches education on prospective teachers' self efficacy towards science teaching and technological pedagogical content knowledge self confidence." Uluslararası Eğitim Programları ve Öğretim Çalışmaları Dergisi 10, no. 1 (2020): 01–28. http://dx.doi.org/10.31704/ijocis.2020.001.

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It was aimed to investigate the effect of teacher candidates' self-efficacy towards science teaching and technological pedagogical content knowledge on their self-confidence. In this study, pre-experimental design method was used. Thirty prospective science teachers from different universities participated. The trainings were given by faculty members and continued for eight days. Two different scales were used as data collection tools. While there was no significant difference in self efficacy towards science teaching scores of prospective science teachers of contemporary approaches education,

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Mongcal, Yna Camille A., Queena N. Lee-Chua, and Armando, Jr M. Guidote. "Assessing In-service Teachers’ Chemistry Content Knowledge and Self-efficacy in Teaching the K to 12 Science Curriculum." KIMIKA 28, no. 2 (2017): 13–21. http://dx.doi.org/10.26534/kimika.v28i2.13-21.

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As the K to 12 Science program was formally implemented, interventions to enhance competence and confidence of teachers in teaching science in a spiral progression approach are main concerns. This study aims to assess the chemistry content knowledge and self-efficacy of 38 in-service teachers enrolled in a graduate program from a teacher education institution using a content knowledge test (CKT) and a self-efficacy beliefs scale (SeS) using a mixed-method approach. Quantitative findings reveal that the least mastered topics in chemistry of the teacher-respondents include solutions, chemical bo

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Kahraman, Sakip, Zeynel Abidin Yilmaz, Ramis Bayrak, and Kubra Gunes. "Investigation of Pre-service Science Teachers’ Self-efficacy Beliefs of Science Teaching." Procedia - Social and Behavioral Sciences 136 (July 2014): 501–5. http://dx.doi.org/10.1016/j.sbspro.2014.05.364.

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Aslan Efe, Hülya. "THE RELATION BETWEEN SCIENCE STUDENT TEACHERS’ EDUCATIONAL USE OF WEB 2.0 TECHNOLOGIES AND THEIR COMPUTER SELF-EFFICACY." Journal of Baltic Science Education 14, no. 1 (2015): 142–54. http://dx.doi.org/10.33225/jbse/15.14.142.

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The rapid increase in the use of Web 2.0 technologies has led to changes in school curricula because they are a powerful tool for developing innovative ways of teaching and learning. These technologies have also changed how teacher education programmes prepare pre-service teachers. Thus, as a predictor, pre-service teachers’ self-efficacy is important for the development of their computer skills. A descriptive research design was employed. The data were collected using a Web 2.0 technologies educational usage scale and a computer-related self-efficacy perception scale. The sample of the study

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Ghaffar, Shama, Shams Hamid, and Martin Thomas. "The Impact of Teacher’s Self-Efficacy on Student’s Motivation towards Science Learning." Review of Economics and Development Studies 5, no. 2 (2019): 225–34. http://dx.doi.org/10.26710/reads.v5i2.540.

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Purpose: The study aims to identify the role of teachers’ self-efficacy towards motivating students’ learning process in intermediate colleges of Karachi, Pakistan. Design/Methodology/Approach: Using a causal research design, purposive sampling as a sampling technique and questionnaire as a data collection method, data were gathered from selected intermediates colleges of Karachi. The data from 312 sample cases were then analyzed by employing PLS-SEM through SmartPLS3 and results were identified. Findings: The results of the current study showed that teachers’ self-efficacy has sig

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Wright, Belgin, and Devrim Akgunduz. "The relationship between technological pedagogical content knowledge (TPACK) self-efficacy belief levels and the usage of Web 2.0 applications of pre-service science teachers." World Journal on Educational Technology: Current Issues 10, no. 1 (2018): 52–69. http://dx.doi.org/10.18844/wjet.v10i1.3351.

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AbstractThe purpose of this study is to determine the technological pedagogical content knowledge (TPACK) self-efficacy levels ofpre-service science teachers with respect to variables in their use of Web 2.0 applications. A survey model has beenconducted on a study group consisting of 344 final year pre-service science teachers at six different state universities inTurkey during the academic year of 2017–2018. The ‘personal information form’, the ‘Web 2.0 applications usage situationsurvey’ and the ‘TPACK self-efficacy belief scale’ were employed. Data obtained from the study group have been a

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Çambay, Öznur, and Sefa Kazanç. "Self-Efficacy Perceptions of Science Teachers for Assessment Literacy." International Journal of Education and Literacy Studies 9, no. 2 (2021): 142. http://dx.doi.org/10.7575/aiac.ijels.v.9n.2p.142.

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The purpose of this study is to examine the self-efficacy perception levels of science teachers for assessment literacy in terms of various variables by determining them and to reveal the correlation between them. The research was designed in the scanning model, one of the non-experimental quantitative methods. The sample of the study consists of 236 teachers who are in service in the secondary schools affiliated to the Ministry of National Education in the provinces and districts of Elazig in the 2019-2020 academic year. “Self-efficacy perception scale for assessment and evaluation” was appli

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Zhou, Ninger, Ha Nguyen, Christian Fischer, Debra Richardson, and Mark Warschauer. "High School Teachers’ Self-efficacy in Teaching Computer Science." ACM Transactions on Computing Education 20, no. 3 (2020): 1–18. http://dx.doi.org/10.1145/3410631.

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Ramey-Gassert, Linda, and M. Gail Shroyer. "Enhancing science teaching self-efficacy in preservice elementary teachers." Journal of Elementary Science Education 4, no. 1 (1992): 26–34. http://dx.doi.org/10.1007/bf03173752.

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Ateş, Yeşim Taktat, Hüseyin Ateş, Neslihan Özbek, and Özlem Afacan. "Special Education Teachers’ Self-efficacy Beliefs Toward Science Course." Science Education International 30, no. 4 (2019): 241–50. http://dx.doi.org/10.33828/sei.v30.i4.1.

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Villena-Agreda, Ma Ivy. "Negotiating and Defining "Self" as Science Teachers: A Narrative-Case Study among Non-Science Education Major Teachers." Journal of Educational and Social Research 10, no. 5 (2020): 13. http://dx.doi.org/10.36941/jesr-2020-0083.

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Learning to teach is a very fundamental stage with which beginning teachers should be concerned with. They, in particular should expect to encounter problems and frustrations, with which they must learn from their experiences and improve their instructional skills over time. This study examined how beginning non-science education major teachers developed and negotiated their science teacher identity in their first three years of teaching. Participants in this study were three public secondary teachers who are non-science education majors but are assigned to teach science subjects. A methodolog

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Kiviet, Agnes M., and Andile Mji. "Sex Differences in Self-Efficacy Beliefs of Elementary Science Teachers." Psychological Reports 92, no. 1 (2003): 333–38. http://dx.doi.org/10.2466/pr0.2003.92.1.333.

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The Science Teaching Efficacy Belief Inventory developed by Riggs and Enoch was administered to 88 men and 112 women, elementary science teachers in the Eastern Cape, South Africa. Significant mean sex differences ( t = 4.55, p < .01) were observed on the Personal subscale but not on the General subscale. This result has major implications for education planners and administrators employing female teachers whose cultural and educational experiences may not have prepared them as well as their male peers for teaching science. It is concluded that female teachers need support to change their b

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Yıldız, Hatice, and Mustafa Akdağ. "The Effect of Metacognitive Strategies on Prospective Teachers’ Metacognitive Awareness and Self Efficacy Belief." Journal of Education and Training Studies 5, no. 12 (2017): 30. http://dx.doi.org/10.11114/jets.v5i12.2662.

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The purpose of the research study was to investigate the effects of the metacognitive strategies used in the course Science and Technology Instruction-II on prospective teachers’ metacognitive awareness, science teaching self efficacy belief and teacher self efficacy belief. The research group was composed of 87 third grade students from the Primary Education Department at the Faculty of Education at Cumhuriyet University in Sivas, Turkey. Experimental method with pre-test and post-test control group was used in the study. Metacognitive Awareness Inventory, Science Teaching Efficacy Beliefs In

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Kazempour, Mahsa. "The Interrelationship of Science Experiences, Beliefs, Attitudes, and Self-Efficacy: A Case Study of a Pre-Service Teacher with Positive Science Attitude and High Science Teaching Self-Efficacy." Journal of Education and Learning (EduLearn) 8, no. 1 (2014): 51–64. http://dx.doi.org/10.11591/edulearn.v8i1.18492.

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This qualitative case study aimed to focus on the experiences and subsequent science and science teaching beliefs, attitudes, and self-efficacy of an elementary pre-service teacher, Heather, with extremely positive attitude and high self-efficacy. For this particular population of pre-service teachers, possessing a high science teaching self-efficacy alone is not sufficient to assume reform-based beliefs and teaching practices. This study was unique in that it concurrently explored the relationship between attitude, beliefs, and self-efficacy before and after the course. Initially, Heather’s a

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Ültay, Neslihan, Eser Ültay, and Hatice Yılmazer. "Determining the Relationship between Preschool Teachers’ Attitudes towards Science Teaching and Self-efficacy Beliefs in Terms of Various Variables." Science Education International 31, no. 4 (2020): 391–99. http://dx.doi.org/10.33828/sei.v31.i4.8.

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The aim of this study was to determine the relationship between preschool teachers’ attitudes toward science teaching and self-efficacy beliefs and to examine them in terms of various variables. The research was conducted in the years 2018–2019 using a survey. The study included 113 female and eight male preschool teachers who worked in state or private schools in Turkey. All participated voluntarily. In this study, the “Scale of Attitudes toward Science Teaching” (AST) and “Science Teaching Self-Efficacy Beliefs Scale” (SEB) were used. Both scales used five-point Likert type items. After the

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Karakus, Mehmet, Zara Ersozlu, Muhammet Usak, and Jude Ocean. "SELF-EFFICACY, AFFECTIVE WELL-BEING, AND INTENT-TO-LEAVE BY SCIENCE AND MATHEMATICS TEACHERS: A STRUCTURAL EQUATION MODEL." Journal of Baltic Science Education 20, no. 2 (2021): 237–51. http://dx.doi.org/10.33225/jbse/21.20.237.

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The current research aims to explore the impact of Science and Mathematics teachers’ self-efficacy on their intentions to leave through the mediating effects of their affective wellbeing (stress, burnout, and depression). Data were collected from 329 teachers of Science and Mathematics who were selected randomly with a clustered sampling method from 232 secondary schools in South and East Anatolia, Turkey. The structural equation model that yielded the best fit indicated that as teachers’ self-efficacy levels increase, their stress, burnout, depression, and intent-to-leave levels decrease. Tea

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Moslemi, Neda, and Amin Mousavi. "A Psychometric Re-Examination of the Science Teaching Efficacy and Beliefs Instrument (STEBI) in a Canadian Context." Education Sciences 9, no. 1 (2019): 17. http://dx.doi.org/10.3390/educsci9010017.

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A teacher’s self-efficacy has been found to be one of the most important factors contributing to a successful teaching–learning outcome for both the teacher and the students. Numerous studies have shown that there is a relationship between students’ self-efficacy, students’ academic achievement, teacher burnout and a teacher’s sense of self-efficacy. In this study, the psychometric properties of the Science Teaching Efficacy and Beliefs Instrument (STEBI) by Riggs and Enochs (1990) were re-examined in a Canadian context utilizing data of 1630 teachers from the Pan-Canadian Assessment Program (

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Fernández Sánchez, Mª Jesús, Ana Belén Borrachero Cortés, and María Brígido Mero. "AUTOEFICACIA DEL PROFESORADO DE PRIMARIA EN FORMACIÓN ANTE LA ENSEÑANZA DE CIENCIAS EXPERIMENTALES SELF-EFFICACY OF PRIMARY TEACHERS IN TRAINING ABOUT TEACHING EXPERIMENTAL SCIENCES." International Journal of Developmental and Educational Psychology. Revista INFAD de Psicología. 5, no. 1 (2016): 81. http://dx.doi.org/10.17060/ijodaep.2014.n1.v5.650.

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Abstract.The teacher affectivity and the reflection about own attitudes on future teachers’ are a key aspect in Science Teaching. There is controversy about the effect that different variables could have in this attitude. For this reason, we carry out a research to know the situation of the future science teachers’ self-efficacy, who are studying Primary Education teacher at University of Extremadura (UEX). Also, we wanted to explore the influence of different variables on self-efficacy. In this research participated a total of 227 students of a subject named “practicum”, which belong to the c

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Ward, Gillian, Helen Dixon, and Helen Withy. "Primary Science Teachers’ Self-Efficacy and Outcome Expectancy: A Case Study." Australian Journal of Teacher Education 45, no. 9 (2020): 79–91. http://dx.doi.org/10.14221/ajte.2020v45n9.5.

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Self-efficacious teachers are critical in the development of students’ positive attitudes towards science and scientific literacy yet to date little attention has been given to studies of experienced teachers of primary science and development of their self-efficacy (SE) beliefs. The aim of this study was to explore how two experienced teachers of primary science built their SE beliefs and outcome expectancy. Bandura’s (1977) SE framework provided the conceptual lens to understand participants’ experiences and beliefs. Findings suggest that teachers’ SE beliefs had developed over time, creatin

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임성민 and 이윤정. "Pre-service Science Teachers' Self-Efficacy on Science Teaching for the Disabled Students." Journal of Science Education 35, no. 1 (2011): 13–22. http://dx.doi.org/10.21796/jse.2011.35.1.13.

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Flores, Jefferson E. "LNU Pre-service Secondary Science Teachers’ Scientific Literacy and Science Teaching Self-Efficacy." Journal of Physics: Conference Series 1254 (November 2019): 012043. http://dx.doi.org/10.1088/1742-6596/1254/1/012043.

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Norris, Christina M., Julia E. Morris, and Geoffrey W. Lummis. "Preservice teachers’ self-efficacy to teach primary science based on ‘science learner’ typology." International Journal of Science Education 40, no. 18 (2018): 2292–308. http://dx.doi.org/10.1080/09500693.2018.1528645.

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Nugent, Patricia, Michelle Edgcomb Friday, Wayne Evens, et al. "Effects of an Inquiry-Focused, Content-Intensive Program on Pre-Kindergarten-9th Grade Teachers’ Content Knowledge, Self-Efficacy, and Goals." European Scientific Journal, ESJ 13, no. 34 (2017): 363. http://dx.doi.org/10.19044/esj.2017.v13n34p363.

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This study describes the effects of an inquiry-focused, contentintensive professional development program on Pre-kindergarten-9th grade teachers’ science and mathematics knowledge, use of classroom based inquiry, improvement in their science teaching self-efficacy and other motivation constructs. This two-and-a-half-year program was designed to meet the needs of teachers in a local urban school district. The professional development in the form of a graduate program intentionally sought to emphasize science and mathematics content knowledge and inquiry teaching. Twenty experimental teacher-par

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Worch, Eric A., Emilio Duran, and Lena B. Duran. "An Analysis of Elementary Science Teachers’ Beliefs Regarding Inquiry Science Teaching." World Journal of Educational Research 3, no. 1 (2016): 182. http://dx.doi.org/10.22158/wjer.v3n1p182.

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<p><em>The National Science Teachers Association (2015) recommends that teachers experience science as inquiry as a part of their teacher preparation; however, what assistance can be provided to practicing teachers? This paper describes the results of a professional development program in inquiry science teaching for third through sixth grade teachers and its effects on the participants’ beliefs about the teaching of science. Qualitative data were collected using reflections written by the teachers at the end of the program, lesson summaries completed throughout the program, and ob

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Valdmann, Ana, Miia Rannikmae, and Jack Holbrook. "DETERMINING THE EFFECTIVENESS OF A CPD PROGRAMME FOR ENHANCING SCIENCE TEACHERS’ SELF-EFFICACY TOWARDS MOTIVATIONAL CONTEXT-BASED TEACHING." Journal of Baltic Science Education 15, no. 3 (2016): 284–97. http://dx.doi.org/10.33225/jbse/16.15.281.

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The aim of this research is to determine the effectiveness of an enacted professional development (CPD) programme to promote teacher’s self-efficacy with respect to implementing motivational, context-based science teaching, following an education through science (EtS), three-stage model approach. The CPD is designed, based on a constructivist, socio-cultural professional development model (CSPM) to meet professional needs of each teacher within a predetermined teaching-learning approach and enacted through suitable instructional methods linked to teacher as learner, teacher as teacher and teac

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Wang, Jingying, Mingyue Yang, Beibei Lv, Feixiong Zhang, Yonghe Zheng, and Yihong Sun. "INFLUENCING FACTORS OF 10th GRADE STUDENTS’ SCIENCE CAREER EXPECTATIONS: A STRUCTURAL EQUATION MODEL." Journal of Baltic Science Education 19, no. 4 (2020): 675–86. http://dx.doi.org/10.33225/jbse/20.19.675.

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Science career expectations can be affected by personal science beliefs and social supports. Framed in Expectancy-Value Models, this research studied the influence of science beliefs (science interest belief, self-efficacy belief and value belief) and social supports (parents and teachers) on students’ science career expectations by the survey of 798 10th grade students. Based on Structural Equation Model, it was found that: 1) science interest belief, self-efficacy belief, value belief and parents’ support can directly predict students' expectations of science careers; 2) the effect of studen

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ÖZTÜRK, Müyesser. "SPECIAL EDUCATION TEACHERS' SELF-EFFICACY BELIEFS and ATTITUDES TOWARDS SCIENCE." International Journal of Education Technology and Scientific Researches 5, no. 13 (2020): 1469–510. http://dx.doi.org/10.35826/ijetsar.208.

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