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Journal of Science Teacher Education

Erschienen in:

01.04.2007

Using Self-Efficacy as a Construct for Evaluating Science and Mathematics Methods Courses

verfasst von: Brenda R. Brand, Jesse L. M. Wilkins

Erschienen in: Journal of Science Teacher Education | Ausgabe 2/2007

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Abstract

The focus of this study was elementary preservice teachers’ development as effective teachers of science and mathematics as influenced by their participation in elementary science and mathematics methods courses. Preservice teachers’ reports of factors that influenced their perception of their teaching abilities were analyzed according to Bandura’s (1994) 4 sources of efficacy: mastery experiences, vicarious experiences, social persuasion, and stress reduction. This investigation allowed the researchers to evaluate the courses based on these sources. The analysis indicated all 4 sources influenced preservice teachers’ teaching self-efficacy beliefs, with mastery experiences considered the most influential. Embedded within discussions of mastery experiences were references to the other sources of efficacy, which suggest an interrelationship between mastery experiences and the other sources.

Vorheriger Artikel A Self-Study of the Role of Technology in Promoting Reflection and Inquiry-Based Science Teaching

Nächster Artikel Language in Science Education as a Gatekeeper to Learning, Teaching, and Professional Development

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Titel: Using Self-Efficacy as a Construct for Evaluating Science and Mathematics Methods Courses
verfasst von: Brenda R. Brand
Jesse L. M. Wilkins
Publikationsdatum: 01.04.2007
Verlag: Springer Netherlands
Erschienen in: Journal of Science Teacher Education / Ausgabe 2/2007
Print ISSN: 1046-560X
Elektronische ISSN: 1573-1847
DOI: https://doi.org/10.1007/s10972-007-9038-7

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