"I Didn't Always Perceive Myself as a "Science Person"": Examining Efficacy for Primary Science Teaching

Autor/inn/en	Mansfield, Caroline F.; Woods-McConney, Amanda
Titel	"I Didn't Always Perceive Myself as a "Science Person"": Examining Efficacy for Primary Science Teaching
Quelle	In: Australian Journal of Teacher Education, 37 (2012) 10, Artikel 3 (17 Seiten)Infoseite zur Zeitschrift PDF als Volltext kostenfreie Datei Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0313-5373
Schlagwörter	Teacher Effectiveness; Self Efficacy; Teaching Methods; Content Analysis; Teacher Educators; Interviews; Focus Groups; Science Education; Science Instruction; Elementary School Science; Elementary School Teachers; Beliefs; Models; Motivation; Classroom Techniques; Preservice Teachers; Foreign Countries; Science Curriculum; Cooperation; Australia + Suchen Sie Ihr Suchwort? Effectiveness of teaching; Instructional effectiveness; Lehrerleistung; Unterrichtserfolg; Self-efficacy; Selbstwirksamkeit; Teaching method; Lehrmethode; Unterrichtsmethode; Inhaltsanalyse; Teacher education; Education; Lehrerausbildung; Lehrerbildung; Interviewing; Interviewtechnik; Naturwissenschaftliche Bildung; Teaching of science; Science education; Natural sciences Lessons; Naturwissenschaftlicher Unterricht; Elementary school; Teacher; Teachers; Grundschule; Volksschule; Lehrer; Lehrerin; Lehrende; Belief; Glaube; Analogiemodell; psychologische; Motivation (psychologisch); Klassenführung; Ausland; Co-operation; Kooperation; Australien
Abstract	Teacher efficacy has become an important field of research especially in subjects teachers may find challenging, such as science. This study investigates the sources of teachers' efficacy for teaching science in primary schools in the context of authentic teaching situations with a view to better understanding sources of teachers' efficacy beliefs. Twenty-four teachers participated in focus group interviews to enable in-depth exploration of the sources of efficacy for teaching science. Data was analysed using a content analysis approach guided by a conceptual framework for efficacy in science teaching. Findings show efficacy to be influenced by mastery experiences, vicarious experiences, physiological and affective states as well as prior beliefs and experiences of science. Most notably, efficacy for science teaching was found to be enhanced through particular aspects of the teaching context such as opportunities for collaboration and successful participation in science teaching practice. Implications for teaching and teacher educators are discussed. (Contains 2 figures.) (As Provided).
Anmerkungen	Edith Cowan University. Bradford Street, Mount Lawley, West Australia 6050, Australia. Web site: http://ro.ecu.edu.au/ajte/
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2017/4/10