ERIC Number: EJ1364037
Record Type: Journal
Publication Date: 2022
Pages: 22
Abstractor: As Provided
ISBN: N/A
ISSN: ISSN-0950-0693
EISSN: EISSN-1464-5289
Developmental Trajectories for Novice Teachers: Teaching Efficacy, Instructional Beliefs, and Domain Knowledge
Thomson, Margareta M.; Huggins, Erin; Carrier, Sarah J.; Gray, DeLeon
International Journal of Science Education, v44 n8 p1277-1298 2022
The current study investigates the developmental trajectories of "novice elementary teachers' self-efficacy science beliefs", "their science instructional beliefs" and "science knowledge" over the course of participants' teacher preparation and into their first two years of teaching. Study results indicate changes in teachers' self-efficacy science beliefs, in their science instructional beliefs, and changes in science knowledge. Additionally, teachers' growth in science content knowledge had an impact on teachers' self-efficacy science beliefs and on teachers' instructional science beliefs. Findings from our study can help teacher educators, researchers, and policy makers in better understanding novice elementary teachers' science developmental trajectories and the role of knowledge and beliefs in their professional growth.
Descriptors: Beginning Teachers, Self Efficacy, Science Instruction, Teacher Attitudes, Pedagogical Content Knowledge, Faculty Development, Teacher Education Programs, Teaching Methods, Elementary School Teachers, Attitude Change, Preservice Teachers, Student Attitudes
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Publication Type: Journal Articles; Reports - Research; Tests/Questionnaires
Education Level: Elementary Education; Higher Education; Postsecondary Education
Audience: N/A
Language: English
Sponsor: National Science Foundation (NSF)
Authoring Institution: N/A
Grant or Contract Numbers: 1118894