ERIC Number: EJ1219600
Record Type: Journal
Publication Date: 2019
Pages: 25
Abstractor: As Provided
ISBN: N/A
ISSN: ISSN-0887-8730
EISSN: N/A
Preparing Science Undergraduates for a Teaching Career: Sources of Their Teacher Self-Efficacy
Teacher Educator, v54 n3 p270-294 2019
One of the causes of the science teacher shortage is the low enrollment in science teacher education. In the Netherlands, science undergraduates can enroll in a half-year teaching course that leads to a teacher qualification for junior secondary education. The goal is that these undergraduates continue in teacher education to obtain a full qualification. The present study investigated how self-efficacy was related to continuing in teacher education, and to commitment, perceived workload, and stress. Moreover, we investigated how mastery experiences, vicarious experiences, social persuasions, and emotional states influenced self-efficacy. Findings based on 69 science undergraduates showed that self-efficacy was positively related to commitment and negatively to workload and stress, but unrelated to continuing in teacher education. Mastery experiences and positive emotional states explained variance in self-efficacy. We call for more research that investigates all sources of self-efficacy and for more attention to preservice teachers' emotional states in research and practice.
Descriptors: Self Efficacy, Teacher Education, Science Education, Teacher Qualifications, Secondary School Teachers, Stress Variables, Student Experience, Emotional Response, Mastery Learning, Preservice Teachers, Influences, Intention, Observation, Foreign Countries, Positive Reinforcement, Persistence
Routledge. Available from: Taylor & Francis, Ltd. 530 Walnut Street Suite 850, Philadelphia, PA 19106. Tel: 800-354-1420; Tel: 215-625-8900; Fax: 215-207-0050; Web site: http://www.tandf.co.uk/journals
Publication Type: Journal Articles; Reports - Research
Education Level: Higher Education; Postsecondary Education; Secondary Education
Audience: N/A
Language: English
Sponsor: N/A
Authoring Institution: N/A
Identifiers - Location: Netherlands
Grant or Contract Numbers: N/A