Literaturnachweis - Detailanzeige
| Autor/inn/en | Ward, Gillian; Dixon, Helen; Withy, Helen |
|---|---|
| Titel | Primary Science Teachers' Self-Efficacy and Outcome Expectancy: A Case Study |
| Quelle | In: Australian Journal of Teacher Education, 45 (2020) 9, S.79-91, Artikel 5 (14 Seiten)Infoseite zur Zeitschrift
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| Sprache | englisch |
| Dokumenttyp | gedruckt; online; Zeitschriftenaufsatz |
| ISSN | 1835-517X |
| Schlagwörter | Elementary School Teachers; Science Teachers; Experienced Teachers; Self Efficacy; Outcomes of Education; Expectation; Beliefs; Positive Attitudes; Scientific Attitudes; Early Experience; Role Models; Teacher Persistence; Resilience (Psychology); Foreign Countries; New Zealand |
| Abstract | 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, creating a foundation for a strong expectancy outcome. Each of the sources of influence made a significant contribution to their beliefs about their science teaching capability and the value of science. Seemingly, their strong outcome expectancy enabled them to be persistent and resilient, overcoming challenges as they arose. We argue that a strong expectancy outcome is necessary to ensure SE does not weaken over time. (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 | 2024/1/01 |
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