Technology teachers’ teaching engineering self-efficacy: an investigation of Chinese high school general technology teachers

Zhang, Yanyan; Ni, Du; Gu, Jianjun

doi:10.1007/s10798-023-09832-y

Int J Technol Des Educ

2023

DOI: 10.1007/s10798-023-09832-y

|View full text |Cite

Technology teachers’ teaching engineering self-efficacy: an investigation of Chinese high school general technology teachers

Yanyan Zhang

Du Ni

Jianjun Gu

Help me understand this report

Search citation statements

Order By: Relevance

Paper Sections

Select...

Citation Types

Supporting

Mentioning

Contrasting

Year Published

2024

Publication Types

Select...

Article1

Relationship

Self Cite0

Independent1

Authors

Journals

Cited by 1 publication

References 30 publications

Supporting

Mentioning

Contrasting

Order By: Relevance

Exploring the relationship between self-efficacy beliefs when teaching science and engineering

Luzin,

Rozhnov,

Tkachenko

et al. 2024

EURASIA J Math Sci Tech Ed

View full text Add to dashboard Cite

The belief that pre-service science teachers can effectively instruct science has been the subject of substantial research. However, a lack of research exists to examine the relationship between pre-service teachers’ self-efficacy beliefs and their capacity to teach science and engineering. To fill this void in the literature, it is necessary to investigate the relationship between self-efficacy beliefs in engineering and science education. To address this knowledge deficit, this research investigated the relationship between pre-service science teachers’ self-efficacy beliefs in science instruction and their engineering teaching self-efficacy beliefs. The data were obtained from 224 pre-service science teachers using a quantitative approach. The study results indicated that pre-service teachers’ self-efficacy beliefs in science teaching were higher than in engineering teaching. The correlation analysis revealed a strong and significant correlation between self-efficacy beliefs in science and engineering teaching. The regression analysis also showed a significant relationship between self-efficacy beliefs in science and engineering. In addition, the results also revealed that science-teaching self-efficacy beliefs explained 52% of the variation in participants’ engineering-teaching self-efficacy beliefs. Future research recommendations are derived from the results.

show abstract

Exploring the relationship between self-efficacy beliefs when teaching science and engineering

Luzin,

Rozhnov,

Tkachenko

et al. 2024

EURASIA J Math Sci Tech Ed

View full text Add to dashboard Cite

show abstract

scite is a Brooklyn-based organization that helps researchers better discover and understand research articles through Smart Citations–citations that display the context of the citation and describe whether the article provides supporting or contrasting evidence. scite is used by students and researchers from around the world and is funded in part by the National Science Foundation and the National Institute on Drug Abuse of the National Institutes of Health.

Contact Info

customersupport@researchsolutions.com

10624 S. Eastern Ave., Ste. A-614

Henderson, NV 89052, USA

This site is protected by reCAPTCHA and the Google Privacy Policy and Terms of Service apply.

Blog Terms and Conditions API Terms Privacy Policy Contact Cookie Preferences Do Not Sell or Share My Personal Information

Made with 💙 for researchers

Part of the Research Solutions Family.

Technology teachers’ teaching engineering self-efficacy: an investigation of Chinese high school general technology teachers

Cited by 1 publication

References 30 publications

Exploring the relationship between self-efficacy beliefs when teaching science and engineering

Exploring the relationship between self-efficacy beliefs when teaching science and engineering

Contact Info

Product

Resources

About