Exploring Science Teachers’ Affective States: Pedagogical Discontentment, Self-efficacy, Intentions to Reform, and Their Relationships

2017 ◽  
Vol 48 (6) ◽  
pp. 1359-1386
Author(s):  
Ajda Kahveci ◽  
Murat Kahveci ◽  
Nasser Mansour ◽  
Maher Mohammed Alarfaj
Keyword(s):  
Science Teachers ◽  
Self Efficacy ◽  
Affective States ◽  
Pedagogical Discontentment

Measuring One Aspect of Teachers’ Affective States: Development of the Science Teachers’ Pedagogical Discontentment Scale

2012 ◽  
Vol 112 (8) ◽  
pp. 483-494 ◽  
Author(s):  
Sherry A. Southerland ◽  
Louis Nadelson ◽  
Scot Sowell ◽  
Yavuz Saka ◽  
Murat Kahveci ◽  
...  
Keyword(s):  
Science Teachers ◽  
Affective States ◽  
Pedagogical Discontentment

scholarly journals Science Teachers’ Perceptions and Self-Efficacy Beliefs Related to Integrated Science Education

2021 ◽  
Vol 11 (6) ◽  
pp. 272
Author(s):  
Outi Haatainen ◽  
Jaakko Turkka ◽  
Maija Aksela
Keyword(s):  
Science Education ◽  
Science Teachers ◽  
Self Efficacy ◽  
Online Survey ◽  
Teaching Method ◽  
Survey Study ◽  
Integrated Education ◽  
Integrated Science ◽  
Teachers Perceptions ◽  
Key Factor

To understand how integrated science education (ISE) can be transferred into successful classroom practices, it is important to understand teachers’ perceptions and self-efficacy. The focus of this study is twofold: (1) to understand how teachers perceive ISE and (2) to assess if science teachers’ perceptions of and experiences with integrated education correlate with their views on self-efficacy in relation to ISE. Ninety-five Finnish science teachers participated in an online survey study. A mixed method approach via exploratory factor analysis and data-driven content analysis was used. Self-efficacy emerged as a key factor explaining teachers’ perceptions of and their lack of confidence in implementing ISE as well as their need for support. In addition, teachers regarded ISE as a relevant teaching method, but challenging to implement, and teachers primarily applied integrated approaches irregularly and seldom. Furthermore, teachers’ experiences with integrated activities and collaboration correlated with their views on integrated education and self-efficacy. These findings indicate teachers need support to better understand and implement ISE.

scholarly journals Construct Validation of the Self-Efficacy Teaching and Knowledge Instrument for Science Teachers-Revised (SETAKIST-R): Lessons Learned

2013 ◽  
Vol 24 (7) ◽  
pp. 1133-1156 ◽  
Author(s):  
Linda A. Pruski ◽  
Sharon L. Blanco ◽  
Rosemary A. Riggs ◽  
Kandi K. Grimes ◽  
Chase W. Fordtran ◽  
...  
Keyword(s):  
Science Teachers ◽  
Self Efficacy ◽  
Construct Validation ◽  
Lessons Learned ◽  
The Self

scholarly journals Primary Science Teachers’ Self-Efficacy and Outcome Expectancy: A Case Study

2020 ◽  
Vol 45 (9) ◽  
pp. 79-91
Author(s):  
Gillian Ward ◽  
◽  
Helen Dixon ◽  
Helen Withy ◽  
◽  
...  
Keyword(s):  
Science Teachers ◽  
Self Efficacy ◽  
Scientific Literacy ◽  
Significant Contribution ◽  
Experienced Teachers ◽  
Outcome Expectancy ◽  
Primary Science ◽  
Positive Attitudes ◽  
Over Time

Self-efficacious teachers are critical in the development of students’ positive attitudes towards science and scientific literacy yet to date little attention has been given to studies of experienced teachers of primary science and development of their self-efficacy (SE) beliefs. The aim of this study was to explore how two experienced teachers of primary science built their SE beliefs and outcome expectancy. Bandura’s (1977) SE framework provided the conceptual lens to understand participants’ experiences and beliefs. Findings suggest that teachers’ SE beliefs had developed over time, creating a foundation for a strong expectancy outcome. Each of the sources of influence made a significant contribution to their beliefs about their science teaching capability and the value of science. Seemingly, their strong outcome expectancy enabled them to be persistent and resilient, overcoming challenges as they arose. We argue that a strong expectancy outcome is necessary to ensure SE does not weaken over time.

scholarly journals Investigation of environmental knowledge and environmental education self-efficacy levels of science teachers and teachers candidates

2020 ◽  
Vol 17 (1) ◽  
pp. 1228-1243
Author(s):  
Fatih GÜRBÜZ ◽  
Akın Aykut KONAKCI
Keyword(s):  
Environmental Education ◽  
Science Teacher ◽  
Science Teachers ◽  
Self Efficacy ◽  
Teacher Candidates ◽  
Knowledge Score ◽  
English Summary ◽  
Environmental Knowledge ◽  
High Level ◽  
The Universe

In this research, it is aimed to examine the environmental knowledge and environmental education self-efficacy levels of Science teachers and prospective science teachers in terms of various variables. In this context, screening model was used. The universe of the study consisted of the science teachers who work in Iğdır province in the 2016-2017 academic year and the 3rd and 4th class studying in the Science Teaching Department of the Faculty of Education at Bayburt University. The sample of the study consisted of 110 science teachers and 110 science teacher candidates determined by easily accesible sampling from the universe. The data collected in the study were analyzed in SPSS 25 package program and it was determined that the data collection tools of the research did not show normal distribution. Therefore, non-parametric tests KruskalWallis H and Mann Whitney U tests were used in the study. As a result of the analysis conducted in the research; it was found that science teachers had moderate self-efficacy level, science teachers had high level, environmental knowledge score averages were higher than science teachers, and science teacher candidates were on average level. ​Extended English summary is in the end of Full Text PDF (TURKISH) file.   Özet Araştırmada, fen bilgisi öğretmenlerinin ve fen bilgisi öğretmen adaylarının çevre bilgileri ve çevre eğitimi öz-yeterlik düzeylerinin çeşitli değişkenler açısından incelemek amaçlanmaktadır. Bu amaç kapsamında araştırmada tarama modeli kullanılmıştır. Araştırmanın evrenini 2016-2017 eğitim-öğretim yılında Iğdır ilinde görev yapan fen bilgisi öğretmenleri ve Bayburt Üniversitesi Bayburt Eğitim Fakültesi Fen Bilgisi Öğretmenliği Bölümündeki öğrenim gören 3. ve 4. sınıf öğrencileri oluşturmaktadır. Araştırmanın örneklemini ise evrenden “Kolay Ulaşılabilir Örnekleme” yoluyla belirlenmiş 110 fen bilgisi öğretmeni ve 110 fen bilgisi öğretmen adayı oluşturmaktadır. Araştırmada toplanan veriler SPSS 25. paket programına işlenmiş olup yapılan analizler neticesinde araştırmanın veri toplama araçlarının normal dağılım göstermediği belirlenmiştir. Bu yüzden araştırmada non-parametrik testler olan Kruskal Wallis H ve Mann Whitney U testleri kullanılmıştır. Yapılan analizler neticesinde araştırmada; fen bilgisi öğretmen adaylarının öz-yeterlik düzeyinin orta, fen bilgisi öğretmenlerinin ise yüksek düzeyde olduğu, çevre bilgi puan ortalamalarının fen bilgisi öğretmenlerinin orta seviyenin üzerinde, fen bilgisi öğretmen adaylarının ise orta seviyede olduğu saptanmıştır.

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