Success in Science Learning and Preservice Science Teaching Self-Efficacy

Bleicher, Robert E.; Lindgren, Joan

doi:10.1007/s10972-005-4861-1

Cited by 131 publications

(109 citation statements)

References 29 publications

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“…Perhaps this is due to the fact that as pupils they entered universities already having a good cognitive background in the subject of biology. Personal convictions of adequacy have been shown to be positively influenced by an early acquisition of knowledge (Tschannen-Moran et al 1998) and in-depth comprehension of the cognitive subject (Bleicher and Lindgren 2005;Tosun 2000). This is in accordance with our findings that the more biology courses teachers have attended the higher were their scores in the BioTSEB, indicating the importance of subject-specific training in teacher education programs, so that teachers can acquire an in-depth understanding of the key organizing principles of a particular subject (Bleicher 2007).…”

Section: Discussionsupporting

confidence: 90%

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

Mavrikaki

Athanasiou

2011

EURASIA J MATH SCI T

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The self-efficacy beliefs of in-service elementary school teachers in Greece were examined in an attempt to evaluate their biology teaching skills. For this purpose, we constructed a valid and reliable instrument consisting of a Likert-type questionnaire that was distributed to the target population and to which 202 teachers responded. Results revealed Greek primary education teachers have, in general, moderate to high biology teaching selfefficacy beliefs (BioTSEB), whereas those that had not attended any biology courses during their academic studies had lower self-estimates. Teachers' BioTSEB are also affected by factors such as years of teaching experience, the number of science courses attended and the quality of their previous studies, together with the grade levels they were assigned to teach during their in-service years.

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Section: Discussionsupporting

confidence: 90%

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

Mavrikaki

Athanasiou

2011

EURASIA J MATH SCI T

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“…Although subject knowledge is not seen as essential for effective pedagogy, a lack of confidence and understanding can result in didactic, 'cautious' teaching (Neale, Smith, and Johnson 1990) as teachers do not feel comfortable when teaching STEM subjects (Bleicher and Lindgren 2005). .…”

Section: Perceived Self-efficacy In Pre-service Teachers and Student mentioning

confidence: 99%

Paired peer learning through engineering education outreach

Fogg‐Rogers

Lewis

Edmonds

2016

European Journal of Engineering Education

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“…Science education research reveals that various factors associated with science courses contribute to science teaching self-efficacy, both science methods courses and science content courses (Bleicher & Lindgren, 2005;Cantrell, Young, & Moore, 2003;Palmer, 2006;Schoon & Boone, 1998;Settlage, 2000). The difference between science methods courses and science content courses is the aim of the course; science methods courses aim to instruct pre-service teachers on the skills needed to teach science, such as relevant teaching strategies, assessment of students' science knowledge and application of classroom management techniques, while science content courses aim to instruct them about science itself.…”

Section: Pre-service Teachers' Science Teaching Self-efficacymentioning

confidence: 99%

“…For a full understanding of the concepts presented in the science content courses, pre-service teachers consider demonstration, hands-on activities, discussions and further explanations to be important factors (Bleicher & Lindgren, 2005;Schoon & Boone, 1998).…”

Section: Pre-service Teachers' Science Teaching Self-efficacymentioning

confidence: 99%

Teacher Training and Pre-service Primary Teachers’ Self-Efficacy for Science Teaching

Velthuis

Fisser²,

Pieters

2014

Journal of Science Teacher Education

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This study focuses on the improvement of pre-service teachers' selfefficacy for teaching science by including science courses within the teacher training program. Knowing how efficacy beliefs change over time and what factors influence the development by pre-service primary teachers of positive science teaching efficacy beliefs may be useful for teacher training universities, so that they can adapt their curriculum to accommodate these factors. Participants included 292 pre-service primary teachers, a cross-sectional sample from two different universities in the Netherlands across the four different years of study in the training program. Based upon our results, we conclude that the science teaching self-efficacy of pre-service teachers, in particular, improved during years 1 and 2, and not during years 3 and 4. Higher levels of self-rated subject-matter knowledge and science teaching experience in primary schools both contributed to higher levels of personal self-efficacy for science teaching. Differences at the university level in courses taken during the first year between science content courses and science methods courses also influenced the pre-service teachers' development of science teaching self-efficacy. After their first year, the pre-service teachers from the university with science content courses had significantly higher self-efficacy than pre-service teachers from the university that offered science methods courses. After the second year of teacher training, however, this difference in self-efficacy was no longer present.

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Success in Science Learning and Preservice Science Teaching Self-Efficacy

Cited by 131 publications

References 29 publications

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

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

Paired peer learning through engineering education outreach

Teacher Training and Pre-service Primary Teachers’ Self-Efficacy for Science Teaching

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