Literaturnachweis - Detailanzeige
| Autor/inn/en | Ramey-Gassert, Linda; Shroyer, M. Gail; Staver, John R. |
|---|---|
| Titel | A Qualitative Study of Factors Influencing Science Teaching Self-Efficacy of Elementary Level Teachers. |
| Quelle | In: Science education, 80 (1996) 3, S. 283-315Infoseite zur Zeitschrift |
| Sprache | englisch |
| Dokumenttyp | gedruckt; Zeitschriftenaufsatz |
| ISSN | 0036-8326 |
| Schlagwörter | Psychologie; Verstehen; Lehrerausbildung; Unterrichtserfolg; Geschlecht; Physikunterricht |
| Abstract | Science teaching self-efficacy may be one area of importance which has been overlooked in implementing change to improve science teaching in elementary schools. This qualitative study was designed to examine factors which influence personal science teaching efficacy and science teaching outcome expectancy in elementary teachers. Based on Bandura's psychological construct of self-efficacy, science teaching self-efficacy has been related to teachers' belief in their ability to teach science, called personal science teaching efficacy (PSTE), and their belief in students' ability to learn, called science teaching outcome expenctancy (STOE). Data were collected from 23 elementary teachers involved in a project to enhance science, mathematics, and technology education [...] Implications for early science experiences, teacher preparation and teacher professional development are presented. Recommendations for further research are made for PSTE and STOE. (Autorenreferat übernommen. Copyright John Wiley & Sons, Inc.). |
| Erfasst von | Arbeitsgruppe Didaktik der Physik, Universität Kassel |
| Update | 1998_(CD) |
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