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ERIC Number: EJ913724
Record Type: Journal
Publication Date: 2011-Mar
Pages: 16
Abstractor: As Provided
Reference Count: 63
ISBN: N/A
ISSN: ISSN-1046-560X
Changes in Preservice Elementary Teachers' Personal Science Teaching Efficacy and Science Teaching Outcome Expectancies: The Influence of Context
Hechter, Richard P.
Journal of Science Teacher Education, v22 n2 p187-202 Mar 2011
This study investigated contextual changes in perceptions of science teaching self-efficacy through pre-, post- and retrospective administrations of the Science Teaching Expectancy Belief Instrument (STEBI-B) among preservice elementary teachers when exposed to a science teaching methods course. Findings revealed that the number of postsecondary science courses completed, and prior school science experiences had a significant main effect on personal science teaching efficacy (PSTE) but not science teaching outcome expectancy (STOE). There was no evidence for significant interaction effects between variables on both efficacy subscales. The implications of this study relate to organization, structure, and dynamics of elementary science teacher preparation.
Springer. 233 Spring Street, New York, NY 10013. Tel: 800-777-4643; Tel: 212-460-1500; Fax: 212-348-4505; e-mail: service-ny@springer.com; Web site: http://www.springerlink.com
Publication Type: Journal Articles; Reports - Research
Education Level: Elementary Education; Higher Education
Audience: Teachers
Language: English
Sponsor: N/A
Authoring Institution: N/A