Bibliografías temáticas / Science teachers Science Science teachers Self-efficacy

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Literatura académica sobre el tema "Science teachers Science Science teachers Self-efficacy"

Autor: Grafiati
Publicado: 4 de junio de 2021
Última modificación: 10 de febrero de 2022

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Artículos de revistas sobre el tema "Science teachers Science Science teachers Self-efficacy"

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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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Tesis sobre el tema "Science teachers Science Science teachers Self-efficacy"

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Senler, Burcu. "Pre-service Science Teachers." Phd thesis, METU, 2011. http://etd.lib.metu.edu.tr/upload/12613270/index.pdf.

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The aim of this study was to examine the relationships among pre-service science teachers&rsquo<br>personality, self-regulation, and teaching self-efficacy by proposing and testing a comprehensive conceptual model. In the model, it was hypothesized that personality traits are directly linked to pre-service science teachers&rsquo<br>self-efficacy and academic self-regulation, and pre-service science teachers&rsquo<br>academic self-regulation is directly related to their self-efficacy. A total of 1794 pre-service science teachers (876 males and 905 females) from 27 education faculty partic ipate
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Sunger, Mustafa. "An Analysis Of Efficacy Beliefs, Epistemological Beliefs And Attitudes Towards Science In Preservice Elementary Science Teachers And Secondary Science Teachers." Master's thesis, METU, 2007. http://etd.lib.metu.edu.tr/upload/12608601/index.pdf.

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The purpose of the study was to analyze preservice science teachers at elementary science teaching and secondary science teaching with respect to their self efficacy beliefs, epistemological beliefs, and attitudes towards science teaching. Preservice elementary science teachers and preservice secondary science teachers who enrolled in Middle East Technical University in Ankara were the sample of this study. Participants of this study were third grade of preservice elementary science teachers and preservice secondary science teachers. The instruments which are, efficacy beliefs, epistemological
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Lockman, Alison Schirmer. "Changes in teacher efficacy and beliefs during a one-year teacher preparation program." Columbus, Ohio : Ohio State University, 2006. http://rave.ohiolink.edu/etdc/view?acc%5Fnum=osu1163188044.

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Pamuk, Savas. "Pre-service Science And Mathematics Teachers." Master's thesis, METU, 2007. http://etd.lib.metu.edu.tr/upload/2/12608465/index.pdf.

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The purpose of this study was (1) to explore pre-service science and mathematics teachers&rsquo<br>levels of computer self-efficacy and attitude towards computers, (2) to investigate the effects of gender, grade level, major of study, and computer ownership of pre-service science and mathematics teachers on computer self-efficacy and attitudes towards computers, and (3) to examine the relationship between computer self-efficacy and attitudes towards. For this study 650 students from two departments, which were Elementary Science Education and Elementary Mathematics Education, of three public u
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Kaya, Fatma. "HOW A SCIENCE METHODS COURSE CHANGES SECONDARY PRESERVICE SCIENCE TEACHERS’ SELF-EFFICACY BELIEFS ABOUT SCIENCE AND ENGINEERING PRACTICES." Kent State University / OhioLINK, 2020. http://rave.ohiolink.edu/etdc/view?acc_num=kent1594471533162242.

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Cripe, M. Kathleen Leslie. "A study of teachers' self-efficacy and outcome expectancy for science teaching throughout a science inquiry-based professional development program." Akron, OH : University of Akron, 2009. http://rave.ohiolink.edu/etdc/view?acc%5Fnum=akron1238273649.

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Dissertation (Ph. D.)--University of Akron, Dept. of Curricular and Instructional Studies-Secondary Education, 2009.<br>"May, 2009." Title from electronic dissertation title page (viewed 11/29/2009) Advisor, Katharine D. Owens; Committee members, Catharine C. Knight, Xin Liang, Francis S. Broadway, William J. Donovan; Department Chair, Bridgie A. Ford; Dean of the College, Cynthia F. Capers; Dean of the Graduate School, George R. Newkome. Includes bibliographical references.
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Luccioni, Noelle Alexandra. "Elementary students perceptions of their teachers' self-efficacy, interest, and enjoyment of science and science teaching." Diss., Temple University Libraries, 2019. http://cdm16002.contentdm.oclc.org/cdm/ref/collection/p245801coll10/id/556018.

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Teaching & Learning<br>Ph.D.<br>Current literature reveals that researchers are not using student perceptions as a large component to their data collection nor as an avenue to investigate how students pick up on their teachers’ self-efficacy (SE) for, interest in, and enjoyment of science teaching. In my dissertation, I explored the relationship between teacher beliefs, student perceptions of teacher beliefs, and student beliefs by developing and implementing instrumentation measuring students’ perceptions of their teachers’ SE, interest, and enjoyment for science and science teaching. In an e
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Sacici, Semra. "The Interrelation Between Pre-service Science Teachers." Master's thesis, METU, 2013. http://etd.lib.metu.edu.tr/upload/12615392/index.pdf.

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This study examined preservice science teachers&rsquo<br>conceptions about teaching and learning, self-efficacy beliefs, learning approaches and images of themselves as a science teachers. The study was also interested in examining the possible relationships among preservice science teachers&rsquo<br>conceptions about teaching and learning, learning approaches and self-efficacy beliefs. The study was carried out during 2011-2012 spring semester at three different public universities in Ankara. A total of 208 senior preservice science teachers who were volunteers involved. Data were collected
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Ng, Wee-Loon. "A study of Singapore female primary teachers’ self-efficacy for teaching science." Thesis, Durham University, 2011. http://etheses.dur.ac.uk/606/.

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According to Bandura, self-efficacy is defined as an individual’s judgment of their capability to organize and execute the courses of action required to attain designated types of performances. It has been proposed that there is a strong relationship between Science teaching efficacy beliefs and Science teaching behaviors (Sarikaya, 2005). Research has shown that the self-efficacy of teachers affects the performance of their students. Female teachers in Singapore primary schools made up more than 80% of the teaching population and with many reports that teachers are shunning Science and that w
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Friel, Lindsay S. "The effects of the professional development program entitled Teachers Enhancing Achievement in Math and Science (TEAMS) has on teacher self-efficacy beliefs." Bowling Green, Ohio : Bowling Green State University, 2008. http://rave.ohiolink.edu/etdc/view?acc%5Fnum=bgsu1214231562.

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Libros sobre el tema "Science teachers Science Science teachers Self-efficacy"

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Advancing social studies education through self-study methodology: The power, promise, and use of self-study in social studies education. Springer, 2010.

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Bullock, Shawn M., and Tom Russell, eds. Self-Studies of Science Teacher Education Practices. Springer Netherlands, 2012. http://dx.doi.org/10.1007/978-94-007-3904-8.

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Creature teachers: A guide to the spirit animals of the Native American tradition. Continuum, 1997.

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Eleanor, Armour-Thomas, ed. Becoming a reflective mathematics teacher: A guide for observations and self-assessment. Lawrence Erlbaum Associates, 2002.

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Artzt, Alice F. Becoming a reflective mathematics teacher: A guide for observations and self-assessment. 2nd ed. Taylor & Francis Group, 2008.

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Buck, Gayle A., and Valarie L. Akerson, eds. Enhancing Professional Knowledge of Pre-Service Science Teacher Education by Self-Study Research. Springer International Publishing, 2016. http://dx.doi.org/10.1007/978-3-319-32447-0.

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Blagin, Anatoliy, and Ol'ga Kotova. Astronomy. INFRA-M Academic Publishing LLC., 2020. http://dx.doi.org/10.12737/1083410.

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Summarize the introductory course of astronomy, given the latest scientific data about space. Each section provides examples of tasks and tasks for independent work of students. Are regarded as standard tasks and Olympiad so the tutorial can also serve as a guide for solving problems of high complexity. &#x0D; Designed for students in secondary vocational education. It may be useful to the students of gymnasiums, secondary schools and Junior students of universities and teachers of natural science disciplines. Can also be used for self-education.
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Garshin, Anatoliy. General and inorganic chemistry in diagrams, figures, tables, and chemical reactions. INFRA-M Academic Publishing LLC., 2020. http://dx.doi.org/10.12737/1070937.

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The textbook in the form of definitions, drawings, diagrams, tables, formulas and chemical reactions outlines the main provisions of General and inorganic chemistry.&#x0D; It is intended for students of non-chemical specialties of higher education institutions. It can be used by students of secondary vocational schools of chemical and medical-biological profiles, secondary school teachers, applicants, foreign students studying in Russian technical universities and natural science faculties of universities, as well as in the system of pre-University training of foreign students. Each Chapter of
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Little, David. Learning German without a teacher: Report on a self-instructional programme for undergraduate students of engineering science at Trinity College, Dublin, 1982-84. Trinity College, Centre for Language and Communication Studies, 1986.

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Little, D. G. Learning German without a teacher: Report on a self-instructional programme for undergraduate students of engineering science at Trinity College, Dublin, 1982-84. Trinity College, Dublin, Centre for Language and Communication Studies, 1986.

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Capítulos de libros sobre el tema "Science teachers Science Science teachers Self-efficacy"

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Blonder, Ron, Naama Benny, and M. Gail Jones. "Teaching Self-Efficacy of Science Teachers." In The Role of Science Teachers’ Beliefs in International Classrooms. SensePublishers, 2014. http://dx.doi.org/10.1007/978-94-6209-557-1_1.

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Faikhamta, Chatree. "Self-Study Preparing Science Teachers." In Self-Study and Diversity II. SensePublishers, 2016. http://dx.doi.org/10.1007/978-94-6300-534-0_9.

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Shroyer, Gail, Iris Riggs, and Larry Enochs. "Measurement of Science Teachers’ Efficacy Beliefs." In The Role of Science Teachers’ Beliefs in International Classrooms. SensePublishers, 2014. http://dx.doi.org/10.1007/978-94-6209-557-1_7.

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Demir, Kadir, and Chad D. Ellett. "Science Teacher Self-Efficacy Beliefs, Change Processes, and Professional Development." In The Role of Science Teachers’ Beliefs in International Classrooms. SensePublishers, 2014. http://dx.doi.org/10.1007/978-94-6209-557-1_12.

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Zhang, Jiangsheng, Juan Li, and Fengshan Liu. "An Empirical Research on Teachers’ Self-Efficacy in Distance Learning." In Lecture Notes in Computer Science. Springer International Publishing, 2014. http://dx.doi.org/10.1007/978-3-319-08961-4_31.

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Evans, Robert H. "Cultural Effects on Self-Efficacy Beliefs." In The Role of Science Teachers’ Beliefs in International Classrooms. SensePublishers, 2014. http://dx.doi.org/10.1007/978-94-6209-557-1_3.

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Lumpe, Andrew, Amy Vaughn, Robin Henrikson, and Dan Bishop. "Teacher Professional Development and Self-Efficacy Beliefs." In The Role of Science Teachers’ Beliefs in International Classrooms. SensePublishers, 2014. http://dx.doi.org/10.1007/978-94-6209-557-1_4.

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Zinn, Sandy E. "The Information Literacy Self-efficacy of Disadvantaged Teachers in South Africa." In Communications in Computer and Information Science. Springer International Publishing, 2013. http://dx.doi.org/10.1007/978-3-319-03919-0_27.

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Bullock, Shawn Michael. "Learning to Teach Physics Teachers: Developing a Distinct Pedagogy of Teacher Education." In Self-Studies of Science Teacher Education Practices. Springer Netherlands, 2012. http://dx.doi.org/10.1007/978-94-007-3904-8_7.

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Nilsson, Pernilla, and John Loughran. "Developing and Assessing Professional Knowledge as a Science Teacher Educator: Learning About Teaching from Student Teachers." In Self-Studies of Science Teacher Education Practices. Springer Netherlands, 2012. http://dx.doi.org/10.1007/978-94-007-3904-8_8.

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Actas de conferencias sobre el tema "Science teachers Science Science teachers Self-efficacy"

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Yadav, Aman, Alex Lishinski, and Phil Sands. "Self-efficacy Profiles for Computer Science Teachers." In SIGCSE '21: The 52nd ACM Technical Symposium on Computer Science Education. ACM, 2021. http://dx.doi.org/10.1145/3408877.3432441.

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Wang, Xiyan. "Teacher Self-Efficacy: Implication for Chinese College English Teachers Development." In 2013 International Conference on the Modern Development of Humanities and Social Science. Atlantis Press, 2013. http://dx.doi.org/10.2991/mdhss-13.2013.42.

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Pecha kova, Yveta, Lucie Hrasova, and Eva Flamikova. "Beginner Student Teachers and Their Self-efficacy." In 3d International Conference on Applied Social Science Research (ICASSR 2015). Atlantis Press, 2016. http://dx.doi.org/10.2991/icassr-15.2016.77.

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Bausch, Gillian, Lijun Ni, Fred Martin, Hsien-Yuan Hsu, and Bernardo Feliciano. "Middle School Teachers' Self-efficacy in Teaching Computer Science and Digital Literacy." In SIGCSE '21: The 52nd ACM Technical Symposium on Computer Science Education. ACM, 2021. http://dx.doi.org/10.1145/3408877.3439592.

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Uzuntiryaki-Kondakci, Esen, Zubeyde Demet Kirbulut, Ozlem Oktay, and Esra Sarici. "CONTRIBUTION OF SCIENCE TEACHERS’ EFFICACY BELIEFS TO THEIR EMOTIONS." In 10th annual International Conference of Education, Research and Innovation. IATED, 2017. http://dx.doi.org/10.21125/iceri.2017.1799.

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Ramdani, Zulmi, Lidwina Felisima Tae, Bagus Hary Prakoso, and Nuchwana Luanganggoon. "Personality Trait, Self-Efficacy, and Individual Work Performance on Science Teachers in Indonesia." In International Conference on Educational Assessment and Policy (ICEAP 2020). Atlantis Press, 2021. http://dx.doi.org/10.2991/assehr.k.210423.058.

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Orongan, Maris Jade Q., and Edna B. Nabua. "A Causal Model for Psycho-social Aspects of Science Learning Environment on Academic Performance of Secondary School Students in Region X, Philippines." In The 3rd International Conference on Future of Education 2020. The International Institute of Knowledge Management, 2020. http://dx.doi.org/10.17501/26307413.2020.3108.

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The study geared to develop a causal model for the psychosocial attributes of the learning environment on Grade 10 students' science performance in secondary schools divisions of Region X, Northern Mindanao. This study utilized descriptive correlational and causal-comparative research design. A random sample of 1,123 Grade 10 students was utilized in this study. Data were analyzed using descriptive statistics, Correlation, Regression, and Path Analyses. The results revealed that students' performance in Science was found out of low mastery level. In terms of psychosocial aspects, the students
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Halim, Lilia, Norshariani Abd Rahman, Nor Aidillina Mohd Ramli, and Lilia Ellany Mohtar. "Influence of students’ STEM self-efficacy on STEM and physics career choice." In INTERNATIONAL CONFERENCE FOR SCIENCE EDUCATORS AND TEACHERS (ISET) 2017: Proceedings of the 5th International Conference for Science Educators and Teachers (ISET) 2017. Author(s), 2018. http://dx.doi.org/10.1063/1.5019490.

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Swaraswati, Yogi, A. Rachmad Djati Winarno, and Haryo Goeritno. "Academic Procrastination of Undergraduate Students: The Role of Academic Self-efficacy and The Big Five Personality Traits." In 9th International Conference for Science Educators and Teachers (ICSET 2017). Atlantis Press, 2017. http://dx.doi.org/10.2991/icset-17.2017.122.

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Tirtayani, Luh Ayu, and Nice Maylani Asril. "The Correlation of Social Support and Self-Efficacy on Early Childhood Inclusive Teachers’ Performances." In 2nd International Conference on Technology and Educational Science (ICTES 2020). Atlantis Press, 2021. http://dx.doi.org/10.2991/assehr.k.210407.234.

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Informes sobre el tema "Science teachers Science Science teachers Self-efficacy"

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Meacham, Colleen. Can a Three-Day Training Focusing on the Nature of Science and Science Practices as They Relate to Mind in the Making Make a Difference in Preschool Teachers' Self-Efficacy Engaging in Science Education? Portland State University Library, 2000. http://dx.doi.org/10.15760/etd.5960.

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Datta, Sandip, and Geeta Kingdon. Class Size and Learning: Has India Spent Too Much on Reducing Class Size? Research on Improving Systems of Education (RISE), 2021. http://dx.doi.org/10.35489/bsg-rise-wp_2021/059.

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This paper examines the efficacy of class-size reductions as a strategy to improve pupils’ learning outcomes in India. It uses a credible identification strategy to address the endogeneity of class-size, by relating the difference in a student’s achievement score across subjects to the difference in his/her class size across subjects. Pupil fixed effects estimation shows a relationship between class size and student achievement which is roughly flat or non-decreasing for a large range of class sizes from 27 to 51, with a negative effect on learning outcomes occurring only after class size incr
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