Examining Elementary Teachers' Engineering Self-Efficacy and Engineering Teacher Efficacy

Autor/inn/en	Hammack, Rebekah; Ivey, Toni
Titel	Examining Elementary Teachers' Engineering Self-Efficacy and Engineering Teacher Efficacy
Quelle	In: School Science and Mathematics, 117 (2017) 1-2, S.52-62 (11 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0036-6803
DOI	10.1111/ssm.12205
Schlagwörter	Elementary School Teachers; Engineering Education; Self Efficacy; Pedagogical Content Knowledge; Teacher Competency Testing; Teacher Competencies; Gender Differences; Ethnicity; Cohort Analysis; Teaching Skills; Teaching Styles + Suchen Sie Ihr Suchwort? Elementary school; Teacher; Teachers; Grundschule; Volksschule; Lehrer; Lehrerin; Lehrende; Ingenieurausbildung; Self-efficacy; Selbstwirksamkeit; Pädagogische Kompetenz; Lehrkunst; Geschlechterkonflikt; Ethnizität; Kohortenanalyse; Lehrbefähigung; Lehrkompetenz; Unterrichtsbefähigung; Lehrstil; Unterrichtsstil
Abstract	Research indicates that teacher efficacy influences student achievement and is situation specific. With the Next Generation Science Standards calling for the incorporation of engineering practices into K-12 classrooms, it is important to identify teachers' engineering teaching efficacy. A study of K-5 teachers' engineering self-efficacy and engineering teaching efficacy revealed that that they have low engineering self-efficacy and low teacher efficacy related to engineering pedagogical content knowledge. Additionally, significant differences existed in self-efficacy levels based on gender, ethnicity, Title I school status, and grade level taught. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01