A Long-Term Investigation of the Science Teaching Efficacy Beliefs of Multiple Cohorts of Preservice Elementary Teachers

Autor/inn/en	Deehan, James; McKinnon, David H.; Danaia, Lena
Titel	A Long-Term Investigation of the Science Teaching Efficacy Beliefs of Multiple Cohorts of Preservice Elementary Teachers
Quelle	In: Journal of Science Teacher Education, 30 (2019) 8, S.923-945 (23 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Zusatzinformation	ORCID (Deehan, James) ORCID (McKinnon, David H.) ORCID (Danaia, Lena)
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1046-560X
DOI	10.1080/1046560X.2019.1672377
Schlagwörter	Science Instruction; Self Efficacy; Preservice Teachers; Elementary School Teachers; Methods Courses; Teaching Methods; Teaching Skills; Foreign Countries; Teacher Effectiveness; Program Effectiveness; Australia + Suchen Sie Ihr Suchwort? Teaching of science; Science education; Natural sciences Lessons; Naturwissenschaftlicher Unterricht; Self-efficacy; Selbstwirksamkeit; Elementary school; Teacher; Teachers; Grundschule; Volksschule; Lehrer; Lehrerin; Lehrende; Methodisch-didaktische Anleitung; Teaching method; Lehrmethode; Unterrichtsmethode; Lehrbefähigung; Lehrkompetenz; Unterrichtsbefähigung; Ausland; Effectiveness of teaching; Instructional effectiveness; Lehrerleistung; Unterrichtserfolg; Australien
Abstract	If the declines in interest and performance within school science are to be reversed, it is imperative that competent and confident teachers deliver quality science experiences. This paper reports on the long-term implementation of two complementary, student-centered tertiary science methods courses that integrated instruction in content with teaching methods within a preservice elementary teaching degree. The Science Teaching Efficacy Belief Instrument B was employed to collect data from multiple cohorts (2007-2014). Multiple iterations of the quasi-experimental design were employed. Complete data supplied by 234 preservice teachers were analyzed using MANOVA with repeated measures on the occasion of testing. Results indicate that personal and outcome efficacy beliefs grew significantly with moderate to large effect sizes, in ways that are atypical within the literature. Broader implications are discussed. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01