Developmental Trajectories for Novice Teachers: Teaching Efficacy, Instructional Beliefs, and Domain Knowledge

Autor/inn/en	Thomson, Margareta M.; Huggins, Erin; Carrier, Sarah J.; Gray, DeLeon
Titel	Developmental Trajectories for Novice Teachers: Teaching Efficacy, Instructional Beliefs, and Domain Knowledge
Quelle	In: International Journal of Science Education, 44 (2022) 8, S.1277-1298 (22 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Zusatzinformation	ORCID (Thomson, Margareta M.) ORCID (Carrier, Sarah J.)
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0950-0693
DOI	10.1080/09500693.2022.2075948
Schlagwörter	Beginning Teachers; Self Efficacy; Science Instruction; Teacher Attitudes; Pedagogical Content Knowledge; Faculty Development; Teacher Education Programs; Teaching Methods; Elementary School Teachers; Attitude Change; Preservice Teachers; Student Attitudes + Suchen Sie Ihr Suchwort? Junior teacher; Junglehrer; Self-efficacy; Selbstwirksamkeit; Teaching of science; Science education; Natural sciences Lessons; Naturwissenschaftlicher Unterricht; Lehrerverhalten; Pädagogische Kompetenz; Teaching method; Lehrmethode; Unterrichtsmethode; Elementary school; Teacher; Teachers; Grundschule; Volksschule; Lehrer; Lehrerin; Lehrende; Attitudinal change; Einstellungsänderung; Schülerverhalten
Abstract	The current study investigates the developmental trajectories of "novice elementary teachers' self-efficacy science beliefs", "their science instructional beliefs" and "science knowledge" over the course of participants' teacher preparation and into their first two years of teaching. Study results indicate changes in teachers' self-efficacy science beliefs, in their science instructional beliefs, and changes in science knowledge. Additionally, teachers' growth in science content knowledge had an impact on teachers' self-efficacy science beliefs and on teachers' instructional science beliefs. Findings from our study can help teacher educators, researchers, and policy makers in better understanding novice elementary teachers' science developmental trajectories and the role of knowledge and beliefs in their professional growth. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01