scholarly journals Relationship between perceived self-efficacy and teaching practice performance among pre-service basic science teachers in colleges of education, Delta State, Nigeria

2021 ◽  
Vol 2 (1/2) ◽  
pp. 1-11
Author(s):  
Stella Ewesor ◽  
Andrew Urevbu
Keyword(s):  
Teacher Education ◽  
Science Teachers ◽  
Self Efficacy ◽  
Basic Science ◽  
Teaching Practice ◽  
College Of Education ◽  
Service Science ◽  
Colleges Of Education ◽  
Practice Performance ◽  
Practice Assessment

The study examined the relationship between perceived self-efficacy of pre-service basic science teachers and teaching practice performance in colleges of education in Delta State, Nigeria. One hundred and twelve (112) pre-service basic science teachers were selected from two colleges of education in Delta State. Forty-six (46) from College of Education l (COEI) while sixty-six (66) from College of Education II (COEII). The study tested three hypotheses derived from the three research questions. The independent variable was perceived self-efficacy of the pre-service basic science teachers, the dependant variable was teaching practice while the moderating variables were two colleges of education of the pre-service science teachers. The instruments used were “Teaching Practice Assessment Score Instrument (TPASI)” and the “Pre-Service Science Teachers Perceived Self Efficacy (PSTPSE)” with thirty (30) questions. Person correlation was used to test the hypotheses. The results showed that the three null hypotheses were accepted. The hypothesis one is accepted because there was no significant relationship found to exist between the pre-service basic science teachers perceived self-efficacy and their teaching practice assessment scores. Also, no significant difference was found between COEI and COEII pre-service basic science teachers‟ perceived self-efficacy scores and their performance in teaching practice. Finally, for all the pre-service basic science teachers irrespective of their subject combination, there was no relationship between their perceived self-efficacy and the teaching practice assessment. Consequently, it was recommended that there should be a reform in pre-service teacher education programmes in all our teachers training institutions; it can help to develop and improve teacher education programmes and pre-service teaching practice; this reform should aim at strengthening both content and pedagogical knowledge of pre-service teachers.

scholarly journals Factorial Validation of Teachers’ Self-Efficacy Scale using Pre-Service Teachers: Implications for Teacher Education Curriculum

2020 ◽  
Vol 10 (1) ◽  
pp. 113
Author(s):  
Catherine U. Ene ◽  
Christian S. Ugwuanyi ◽  
Chinedu I.O. Okeke ◽  
Boniface G. Nworgu ◽  
Agnes O. Okeke ◽  
...  
Keyword(s):  
Social Sciences ◽  
Teacher Education ◽  
Self Efficacy ◽  
Teaching Practice ◽  
Pearson Correlation ◽  
Public Colleges ◽  
Model Fit ◽  
Professional Activity ◽  
Colleges Of Education ◽  
Enugu State

Teachers’ beliefs in their ability to effectively handle the tasks that are related to their professional activity are an issue of concern for pre-service teachers. Many of them have low self-efficacy which can affect their output in future, and this can influence important academic outcomes on learners. The main purpose of this study was to factorially validate teachers’ self-efficacy scale (TSES) using pre-service teachers in public colleges of Education in Enugu State. A sample of 218 year three students in the schools of sciences and social sciences was drawn from a population of 2,127 students of public colleges of Education in Enugu State. Simple random sampling technique was used to draw two schools from the five schools in each of the colleges. Accidental sampling was used to draw the participants. The study adapted the teacher self-efficacy scale developed by Ma, Trevethan and Lu (2019). The instrument was construct validated using factor analysis while the internal consistency and stability reliability indices were estimated using Cronbach alpha method and Pearson correlation. The exploratory and confirmatory factors analyses were done using principal component matrix with Varimax rotation, while data model fit was tested using root mean square error of approximation (RMSEA) and confirmatory factor index (CFI). Statistical Package for Social Sciences (SPSS) and Analysis of a Moment Structures (AMOS) software were used to conduct the statistical analysis. The results showed that the scale was found to be valid and reliable and as well demonstrated a good model fit (RMSEA = .043, CFI = .943). The study has implication for teacher education training institutions in that the scale can be used as an effective instrument for determining the teaching self-efficacy of the pre-service teachers. Thus, it was recommended that various higher institutions for teacher education should make effective use of TSES in ascertaining the teaching self-efficacy of the pre-service teachers, especially during teaching practice exercises.

Does teacher thinking match teaching practice? A study of basic science teachers

2008 ◽  
Vol 42 (2) ◽  
pp. 143-151 ◽  
Author(s):  
Klara B Laksov ◽  
Matti Nikkola ◽  
Kirsti Lonka
Keyword(s):  
Science Teachers ◽  
Basic Science ◽  
Teaching Practice ◽  
Teacher Thinking

scholarly journals An Evaluation of the Implementation Synergy between NCE-Integrated Science and the 9-Year Basic Science Curricula in Nigeria

2018 ◽  
Vol 7 (2) ◽  
pp. 55
Author(s):  
Rachel O. Atomatofa ◽  
Andrew E Avbenagha ◽  
Stella E Ewesor ◽  
Okpako C Abugor
Keyword(s):  
Science Teachers ◽  
Basic Science ◽  
Curriculum Implementation ◽  
Science Curriculum ◽  
National Commission ◽  
Colleges Of Education ◽  
Integrated Science ◽  
Research Questions ◽  
Science Curricula ◽  
High Level

The Curriculum of the Nigeria Certificate in Education (NCE) has implications for the Curriculum of the 9-yearBasic Education (BEC) programme in Nigeria. Hence the National Commission for Colleges of Education (NCCE)came up with a vision of producing well motivated teachers with high professional integrity and competence. Boththe in-service and pre-service teachers need to be conversant with the content of the 9– year Basic EducationCurriculum (BEC). Are there implementation synergies in the topics, laboratory exercises and nature of assessmentin the NCE integrated Science and the 9-year basic science curricula as perceived by the in-service and pre-serviceteachers who are recipients of the NCE-integrated science curriculum and who also implement the 9-year basicscience curriculum? 4 research questions and 4 research hypotheses guided this study. A sample of 180 pre-serviceand in-service basic science teachers who are recipients of the new 2012 NCCE Curriculum in Integrated-sciencefrom the South – South Geo-political zones in Nigeria were used. A 4-point Likert scale ’24-item questionnaire’called the Curriculum Implementation Synergy Questionnaire was used to obtain data. A cronbach alpha reliabilityco-efficient of 0.75 was obtained. Results showed that a larger proportion of both pre-service and in-service teachersagreed that there was high level of synergy in both curricula. It is recommended that the few topics and laboratoryexercises not found in both curricula should be added and the present basic science teachers who are not recipient ofthe present curriculum should be trained in line with the present curriculum.

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