scholarly journals Examination of the Teacher Self-Efficacy of Pre-Service Biology and Science Teachers in Terms of Different Variables

2016 ◽  
Vol 13 (1) ◽  
pp. 45-54
Author(s):  
Perihan GÜNEŞ ◽  
Keyword(s):  
Science Teachers ◽  
Self Efficacy ◽  
Teacher Self Efficacy

Teacher self-efficacy according to Turkish Cypriot science teachers

2017 ◽  
Vol 14 (3-4) ◽  
pp. 36-51
Author(s):  
Cemil Olmez ◽  
Serap Ozbas
Keyword(s):  
Science Teachers ◽  
Self Efficacy ◽  
Teacher Self Efficacy ◽  
Turkish Cypriot

scholarly journals Preservice Teacher Self-Efficacy for Enhancing Students’ Long-Term Interest in Science

2019 ◽  
Vol 5 (1) ◽  
pp. 41
Author(s):  
Davis Jean-Baptiste ◽  
David Palmer ◽  
Jennifer Archer
Keyword(s):  
Preservice Teachers ◽  
Science Teachers ◽  
Self Efficacy ◽  
Primary Teachers ◽  
School Science ◽  
Student Interest ◽  
Teacher Behaviour ◽  
Interest In Science ◽  
Teacher Self Efficacy

There is currently a great concern among educationalists regarding the widespread decline in student interest in school science. As a result of this decline, our future teachers will be faced with the challenge of enhancing their students’ long-term interest in science. Yet it is not known whether they will have the dispositions necessary to achieve this. Teacher self-efficacy is known to be a relatively accurate predictor of teacher behaviour. The purpose of this study was to investigate preservice teachers’ self-efficacy for enhancing students’ long-term interest in science. The participants were 121 preservice primary teachers and 31 preservice secondary science teachers. Quantitative data were gathered using a survey, and qualitative data were gathered by interviews with 13 participants. It was found that both primary and secondary preservice teachers had moderately positive self-efficacy. This was a welcome finding, because it suggests that if these levels of self-efficacy are maintained, then once they become practicing teachers they will have the necessary disposition to make vigorous efforts to enhance their future students’ interest in science.

An Adapted Measure of Teacher Self-Efficacy for Preservice Teachers: Exploring its Validity Across two Countries

2014 ◽  
Vol 28 (3) ◽  
pp. 83-92 ◽  
Author(s):  
Franziska Pfitzner-Eden ◽  
Felicitas Thiel ◽  
Jenny Horsley
Keyword(s):  
Preservice Teachers ◽  
Self Efficacy ◽  
Confirmatory Factor Analyses ◽  
3 Dimensional ◽  
Multiple Group ◽  
Three Samples ◽  
Confirmatory Factor ◽  
Teacher Self Efficacy ◽  
Dimensional Assessment ◽  
Metric Measurement

Teacher self-efficacy (TSE) is an important construct in the prediction of positive student and teacher outcomes. However, problems with its measurement have persisted, often through confounding TSE with other constructs. This research introduces an adapted TSE instrument for preservice teachers, which is closely aligned with self-efficacy experts' recommendations for measuring self-efficacy, and based on a widely used measure of TSE. We provide first evidence of construct validity for this instrument. Participants were 851 preservice teachers in three samples from Germany and New Zealand. Results of the multiple-group confirmatory factor analyses showed a uniform 3-factor solution for all samples, metric measurement invariance, and a consistent and moderate correlation between TSE and a measure of general self-efficacy across all samples. Despite limitations to this study, there is some first evidence that this measure allows for a valid 3-dimensional assessment of TSE in preservice teachers.

Antecedents and Correlates of Teacher Self-Efficacy for a Digital Tool

2019 ◽  
Author(s):  
Jessica L. Eagle ◽  
Teomara Rutherford ◽  
Angela Wiseman
Keyword(s):  
Self Efficacy ◽  
Digital Tool ◽  
Teacher Self Efficacy

Teaching English Language Learners Survey: Teacher Self-Efficacy Scale Development

2008 ◽  
Author(s):  
Megan E. Strawsine ◽  
Lisa Y. Flores ◽  
Patton O. Garriott ◽  
Marlen Kanagui ◽  
Karina Ramos
Keyword(s):  
English Language Learners ◽  
Scale Development ◽  
Language Learners ◽  
Self Efficacy ◽  
English Language ◽  
Teaching English ◽  
Teacher Self Efficacy

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.

Can teacher self-efficacy act as a buffer against burnout in inclusive classrooms?

2021 ◽  
Vol 109 ◽  
pp. 101794
Author(s):  
Marie Weißenfels ◽  
Manuela Benick ◽  
Franziska Perels
Keyword(s):  
Self Efficacy ◽  
Inclusive Classrooms ◽  
Teacher Self Efficacy
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