Changes in Preservice Elementary Teachers’ Personal Science Teaching Efficacy and Science Teaching Outcome Expectancies: The Influence of Context

Richard P. Hechter

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Changes in Preservice Elementary Teachers’ Personal Science Teaching Efficacy and Science Teaching Outcome Expectancies: The Influence of Context

机译：职前基础教师个人理科教学效能的变化和理科教学成果的期望：情境的影响

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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.

机译：这项研究调查了学前基础老师在接受科学教学方法课程时，通过科学，教学期望信念工具（STEBI-B）的事前，事后和追溯管理对科学教学自我效能感的情境变化。调查结果表明，完成的高等科学课程的数量以及先前的科学经历对个人科学教学效果（PSTE）产生了重要的主要影响，而对科学教学成果的期望值（STOE）却没有。没有证据表明两个功效子量表之间变量之间存在显着的相互作用。这项研究的意义涉及基础科学教师准备的组织，结构和动力。

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《Journal of Science Teacher Education》 |2011年第2期|p.187-202|共16页
作者
Richard P. Hechter;
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作者单位

University of Manitoba, 234 Education Building, Winnipeg, MB, R3T 2N2, Canada;

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原文格式 PDF
正文语种 eng
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关键词
Science teaching self-efficacy; Preservice elementary teacher education; Retrospective testing; STEBI-B; Context;

机译：理科教学自我效能感;职前基础教育;回顾性测试;STEBI-B;情境;

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8. National Science Resources Center Project to Improve Science Teaching in Elementary Schools. Appendix D. Science for Children, an Agenda for Action. Appendix E. Science for Children, Resources for Teachers. [R] . Shuler, S. G. 1988

机译：国家科学资源中心改善小学科学教学工程。附录D.儿童科学，行动议程。附录E.儿童科学，教师资源。

Changes in Preservice Elementary Teachers’ Personal Science Teaching Efficacy and Science Teaching Outcome Expectancies: The Influence of Context

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