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ERIC Number: EJ1120069
Record Type: Journal
Publication Date: 2017
Pages: 20
Abstractor: As Provided
ISSN: ISSN-1366-4530
Teaching Efficacy: Exploring Relationships between Mathematics and Science Self-Efficacy Beliefs, PCK and Domain Knowledge among Preservice Teachers from the United States
Thomson, Margareta Maria; DiFrancesca, Daniell; Carrier, Sarah; Lee, Carrie
Teacher Development, v21 n1 p1-20 2017
This mixed-methods study investigated the relationships among preservice teachers' efficacy beliefs, pedagogical content knowledge (PCK) and their domain knowledge (DK) as related to mathematics and science teaching. Quantitative results revealed that participants' PCK was significantly correlated with their mathematics and science efficacy beliefs. Additionally, participants' mathematics and science DK did not predict their mathematics and science personal efficacy beliefs, however, their PCK score predicted participants' outcome expectancies. Interview analysis revealed five inter-related key themes, labeled as: "Previous academic experiences," "Mathematics and science PCK beliefs," "Personal efficacy," "Outcome expectancies" and "Emotions." These common themes describe participants' views of their quality teacher training and thinking about planned instruction. Educational implications are discussed in relationship with study findings.
Routledge. Available from: Taylor & Francis, Ltd. 325 Chestnut Street Suite 800, Philadelphia, PA 19106. Tel: 800-354-1420; Fax: 215-625-2940; Web site:
Publication Type: Journal Articles; Reports - Research
Education Level: Higher Education; Postsecondary Education
Audience: N/A
Language: English
Sponsor: National Science Foundation (NSF)
Authoring Institution: N/A
Grant or Contract Numbers: 1118894; 042092122