A Longitudinal Study of Preservice Elementary Teachers' Personal and Science Teaching Efficacy.

Autor/inn/en	Ginns, Ian S.; Watters, James J.
Titel	A Longitudinal Study of Preservice Elementary Teachers' Personal and Science Teaching Efficacy.
Quelle	(1990), (21 Seiten) PDF als Volltext kostenfreie Datei Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Monographie
Schlagwörter	Educational Environment; Educational Research; Elementary Education; Elementary School Teachers; Foreign Countries; Higher Education; Preservice Teacher Education; Science Instruction; Self Efficacy; Sex Bias; Teacher Education Programs + Suchen Sie Ihr Suchwort? Lernumgebung; Pädagogische Umwelt; Schulumwelt; Bildungsforschung; Pädagogische Forschung; Elementarunterricht; Elementary school; Teacher; Teachers; Grundschule; Volksschule; Lehrer; Lehrerin; Lehrende; Ausland; Hochschulbildung; Hochschulsystem; Hochschulwesen; Lehramtsstudiengang; Lehrerausbildung; Teaching of science; Science education; Natural sciences Lessons; Naturwissenschaftlicher Unterricht; Self-efficacy; Selbstwirksamkeit
Abstract	This paper reports the results of a longitudinal study into the personal and science teaching efficacy of a group of preservice elementary teachers. Quantitative and qualitative research methods were employed in the study. Using a pretest and a post-test one group research design, quantitative data were obtained from the administration of a psychometric test, Science Teaching Efficacy Belief Instrument (STEBI-B), at the commencement and mid-point of a three-year teacher education program. Qualitative data were derived from interviews. The results revealed that science courses and the broad contextual environment of the teacher education program do not appear to influence subjects' sense of self-efficacy but have produced a significant change in their beliefs about children's ability to learn science. Data gathered from interviews suggest that beliefs appear to originate from a number of issues such as, gender bias, lack of practical work, and focus on formal examinations in science courses. Several conclusions related to the provision of science courses for preservice elementary teachers are discussed. (Author/ZWH)
Erfasst von	ERIC (Education Resources Information Center), Washington, DC