Pre-Service Teachers' Science Beliefs, Attitudes, and Self-Efficacy: A Multi-Case Study

Autor/inn/en	Kazempour, Mahsa; Sadler, Troy D.
Titel	Pre-Service Teachers' Science Beliefs, Attitudes, and Self-Efficacy: A Multi-Case Study
Quelle	In: Teaching Education, 26 (2015) 3, S.247-271 (25 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1047-6210
DOI	10.1080/10476210.2014.996743
Schlagwörter	Preservice Teachers; Science Teachers; Beliefs; Student Attitudes; Self Efficacy; Science Instruction; Methods Courses; Case Studies; Elementary School Students; Teaching Methods; Attitude Change; Correlation; Teacher Education; Teacher Characteristics; Teacher Responsibility; Statistical Analysis + Suchen Sie Ihr Suchwort? Science; Teacher; Teachers; Science teacher; Wissenschaft; Lehrer; Lehrerin; Lehrende; Belief; Glaube; Schülerverhalten; Self-efficacy; Selbstwirksamkeit; Teaching of science; Science education; Natural sciences Lessons; Naturwissenschaftlicher Unterricht; Methodisch-didaktische Anleitung; Case study; Fallstudie; Case Study; Teaching method; Lehrmethode; Unterrichtsmethode; Attitudinal change; Einstellungsänderung; Korrelation; Lehrerausbildung; Lehrerbildung; Lehrverpflichtung; Statistische Analyse
Abstract	The aim of this multi-case study was to explore the extent and nature of changes in elementary pre-service teachers' beliefs, attitudes, and self-efficacy toward science and science teaching as a result of participating in a science methods course. The study specifically focused on three groups of pre-service teachers based on their varying beliefs, attitudes, and self-efficacy prior to the course. The study examined factors that may have contributed to changes in these domains as well as interrelationships among the three constructs. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01