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Kaya, Fatma; Borgerding, Lisa A.; Ferdous, Tanzimul – Journal of Science Teacher Education, 2021
The purpose of the study is to understand secondary science teachers' self-efficacy beliefs and implementation of inquiry to provide information for the improvement of science education in a Midwestern U.S. state that has not yet adopted NGSS. An explanatory sequential mixed methods design was selected to capture both a broad perspective of…
Descriptors: Secondary School Teachers, Science Teachers, Beliefs, Self Efficacy
de Boer, Eveline; Janssen, Fred J. J. M.; van Driel, Jan H. – Journal of Science Teacher Education, 2016
To increase the teacher efficacy of student teachers, they need positive classroom experiences: mastery experiences. These mastery experiences have to be created by the student teachers themselves. Therefore, student teachers need a tool to better understand problematic teaching experiences and help them create positive classroom experiences. Nine…
Descriptors: Student Teachers, Science Teachers, Self Efficacy, Teacher Effectiveness
Ernest Nkosingiphile Mazibe – Journal of Science Teacher Education, 2024
Teaching practice internships provide opportunities for pre-service teachers (PSTs) to enact their knowledge in real classroom settings. This paper investigated PSTs' pedagogical content knowledge (PCK) about electrostatics, its translation into practice and factors that affect the translation. The refined consensus model (RCM) of PCK served as…
Descriptors: Pedagogical Content Knowledge, Preservice Teachers, Science Teachers, Scientific Concepts
Velthuis, Chantal; Fisser, Petra; Pieters, Jules – Journal of Science Teacher Education, 2014
This study focuses on the improvement of pre-service teachers' self-efficacy 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…
Descriptors: Science Instruction, Science Teachers, Preschool Teachers, Student Teacher Attitudes
Menon, Deepika – Journal of Science Teacher Education, 2020
The purpose of this mixed-methods research was to investigate changes in preservice elementary teachers' science teacher identities and self-efficacy beliefs as they participate in a field-based science methods course. A total of 121 preservice teachers participated, four of which were purposefully selected who held varied initial levels of…
Descriptors: Self Efficacy, Preservice Teachers, Teaching Methods, Prior Learning
McFadden, Justin – Journal of Science Teacher Education, 2019
The current study, a uniquely challenging failed partnership, describes via an exploratory case study design the endeavors of a single middle school science teacher as he translated the reform messages of the Next Generation Science Standards into actual classroom practice. Data collected from both within and outside of the classroom revealed the…
Descriptors: Middle School Teachers, Science Teachers, Educational Change, Academic Standards
Haigh, Mavis A.; Anthony, Glenda J. – Journal of Science Teacher Education, 2012
This paper reports on 20 newly qualified secondary science teachers (NQSSTs) participating in a New Zealand study on teachers' early professional learning. The focus of our study is how these new teachers were nurtured to become competent science teachers, confident of their ability to positively influence student learning. Based on responses to a…
Descriptors: Secondary School Science, Foreign Countries, Questionnaires, Interviews
Menon, Deepika; Sadler, Troy D. – Journal of Science Teacher Education, 2016
Self-efficacy beliefs that relate to teachers' motivation and performance have been an important area of concern for preservice teacher education. Research suggests high-quality science coursework has the potential to shape preservice teachers' science self-efficacy beliefs. However, there are few studies examining the relationship between science…
Descriptors: Preservice Teachers, Elementary School Teachers, Science Teachers, Self Efficacy
Peters-Burton, Erin E.; Merz, Sydney A.; Ramirez, Erin M.; Saroughi, Maryam – Journal of Science Teacher Education, 2015
This study investigated the effects of a 1-year professional development (PD) based on a cognitive apprenticeship model of research experiences on inservice teacher self-efficacy of science teaching, motivation, knowledge calibration, and perceptions of inquiry of 19 secondary earth science and biology teachers. The PD facilitator, who serves a…
Descriptors: Faculty Development, Self Efficacy, Science Instruction, Teacher Motivation
Lee, Soon C.; Jack, Ashlie R.; Novacek, Greg – Journal of Science Teacher Education, 2022
Elementary students' interest in science and careers in STEM are typically associated with their curiosity along with engagement in science activities and whether they find these activities to be fun, exciting, and enjoyable. Thus, early exposure of elementary students to STEM lessons must be engaging and enjoyable, which in turn increases the…
Descriptors: Elementary School Teachers, Self Efficacy, Science Instruction, Intervention
Trauth-Nare, Amy – Journal of Science Teacher Education, 2015
Personal and professional experiences influence teachers' perceptions of their ability to implement environmental science curricula and to positively impact students' learning. The purpose of this study was twofold: to determine what influence, if any, an intensive field-based life science course and service learning had on preservice teachers'…
Descriptors: Science Teachers, Self Efficacy, Environmental Education, Science Instruction
Pruski, Linda A.; Blanco, Sharon L.; Riggs, Rosemary A.; Grimes, Kandi K.; Fordtran, Chase W.; Barbola, Gina M.; Cornell, John E.; Lichtenstein, Michael J. – Journal of Science Teacher Education, 2013
Described herein is the academic lineage and independent validation of the Self-Efficacy Teaching and Knowledge Instrument for Science Teachers-Revised (SETAKIST-R). Data from 334 K-12 science teachers were analyzed using Partial Credit Rasch models. Principal components analysis on the person-item residuals suggest two latent dimensions:…
Descriptors: Construct Validity, Science Teachers, Science Instruction, Measures (Individuals)
Lee, Soon Chun; Nugent, Gwen; Kunz, Gina M.; Houston, James; DeChenne-Peters, SueEllen – Journal of Science Teacher Education, 2018
One major implication of the Next Generation Science Standards is the need to integrate inquiry and practice and incorporate engineering into science education. To support teachers' change efforts in a time of heightened science, technology, engineering, and mathematics standards for all students, effective professional development (PD) is…
Descriptors: Case Studies, Value Added Models, Distance Education, Coaching (Performance)
Gandolfi, Haira Emanuela – Journal of Science Teacher Education, 2020
This article arises from a teaching experience at a state secondary school in London/UK that aimed at promoting a more culturally diverse teaching about Nature of Science (NOS) grounded on Global History of Science. Ideas from this field were employed to design four different teaching and learning plans (TLPs) that linked NOS and content from the…
Descriptors: Professional Development, Teacher Developed Materials, Science Materials, Scientific Principles
Bautista, Nazan Uludag – Journal of Science Teacher Education, 2011
This study investigated the effectiveness of an Early Childhood Education science methods course that focused exclusively on providing various mastery (i.e., enactive, cognitive content, and cognitive pedagogical) and vicarious experiences (i.e., cognitive self-modeling, symbolic modeling, and simulated modeling) in increasing preservice…
Descriptors: Education Majors, Preservice Teachers, Methods Courses, Teacher Education Curriculum