Development and Application of an
Instrument to Measure Greek
Primary Education Teachers’
Biology Teaching Self-efficacy
Beliefs

Mavrikaki, Evangelia; Athanasiou, Kyriacos

doi:10.12973/ejmste/75197

Cited by 16 publications

(15 citation statements)

References 43 publications

(44 reference statements)

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“…In Greece, the relevant research is rather limited, focusing mainly on modifications of the instrument to measure teachers' self-efficacy beliefs in biology and environmental sciences teaching (Malandrakis, 2017;Mavrikaki & Athanasiou, 2011); however, no relevant research has been detected using the MTEBI to examine Greek pre-service teachers' efficacy beliefs in mathematics teaching. By adapting both the STEBI-B and MTEBI instruments into the Greek language and by examining their psychometric properties, this study contributes to the existing literature and aims to address this gap.…”

Section: Introductionmentioning

confidence: 99%

Greek Pre-Service Primary Teachers’ Efficacy Beliefs in Science and Mathematics Teaching: Initial Adaptation of the STEBI-B and MTEBI Instruments

Koutsianou¹,

Emvalotis²

2019

INT J EDUC METHODOL

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Contemporary educational reforms, both in the fields of science and mathematics, highlight the importance of pre-service teachers' preparation with regard to several meaningful standards. However, teachers' own self-confidence in science and mathematics teaching are likely to influence their efforts. Framed within a growing body of research focusing on pre-service teachers' efficacy beliefs in science and mathematics teaching, the present study attempts to investigate Greek pre-service primary teachers' efficacy beliefs in science and mathematics teaching; and further examine whether there is a relationship between the two. Participants comprised 171 pre-service primary teachers, who were in their second (n = 55), third (n = 64) or fourth year (n = 52) of study and the majority were female (n = 148). Pre-service teachers were asked to complete a questionnaire consisting of the Science Teaching Efficacy Belief Instrument-Form B (STEBI-B) and the Mathematics Teaching Efficacy Belief Instrument (MTEBI). Principal component analyses and reliability analyses were performed for both instruments to examine their adaptation into Greek. According to the results, preservice teachers had medium to high scores in the personal efficacy and outcome expectancy scales, for both science and mathematics teaching. Minor differences in pre-service teachers' scores were detected according to their year of study. Furthermore, pre-service teachers' efficacy beliefs in science were strongly correlated with their efficacy beliefs in mathematics. In general, although pre-service teachers appeared to be confident and well-prepared to teach science and mathematics in classrooms, more effort is required to put the international education reform standards into practice.

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Section: Introductionmentioning

confidence: 99%

Greek Pre-Service Primary Teachers’ Efficacy Beliefs in Science and Mathematics Teaching: Initial Adaptation of the STEBI-B and MTEBI Instruments

Koutsianou¹,

Emvalotis²

2019

INT J EDUC METHODOL

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“…These findings are in agreement with those of Nadelson and Nadelson (2010), who found that teachers need PD on teaching evolution, not in general, but in a specific and focused on teaching content. Primary education teachers who had not attended any biology courses during their academic studies, they showed lower self-esteem about teaching biology subjects (Mavrikaki and Athanasiou 2011).…”

Section: Discussionmentioning

confidence: 96%

Investigating Greek Biology Teachers’ attitudes towards Evolution Teaching with respect to their Pedagogical Content Knowledge: suggestions for their Professional Development

Stasinakis

Athanasiou²

2016

EURASIA J MATH SCI T

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Evolution teaching is a problematic issue. For this purpose, we constructed a questionnaire that was distributed to the target population and to which 181 teachers responded. We used quantitative method to determine factors that may characterize the ET milieu and which of the factors of PCK apply or not to ET. Our research finds that Biology teachers although strive to teach evolution, face specific difficulties due to lack of PCK. The research results may be useful when organizing and implementing professional development programs of teachers on ET.

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“…■ emotional attitude (e.g., Benz, 2008;Cavallo et al, 2002;Downing et al, 1997;; ■ interest and enjoyment (e.g., Benz, 2010;Downing et al, 1997;Alao & Guthrie, 1999; ■ enthusiasm (e.g., ; and ■ perceived self-efficacy (e.g., Mavrikaki & Athanasiou, 2011;Buss;.…”

Section: Measurementmentioning

confidence: 99%

Early Science Education – Goals and Process-Related Quality Criteria for Science Teaching

2017

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Development and Application of an Instrument to Measure Greek Primary Education Teachers’ Biology Teaching Self-efficacy Beliefs

Cited by 16 publications

References 43 publications

Greek Pre-Service Primary Teachers’ Efficacy Beliefs in Science and Mathematics Teaching: Initial Adaptation of the STEBI-B and MTEBI Instruments

Greek Pre-Service Primary Teachers’ Efficacy Beliefs in Science and Mathematics Teaching: Initial Adaptation of the STEBI-B and MTEBI Instruments

Investigating Greek Biology Teachers’ attitudes towards Evolution Teaching with respect to their Pedagogical Content Knowledge: suggestions for their Professional Development

Early Science Education – Goals and Process-Related Quality Criteria for Science Teaching

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