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Examining Elementary Teachers' Engineering Self-Efficacy and Engineering Teacher Efficacy

机译：检验基础教师的工程自我效能和工程教师的效能

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摘要

Research indicates that teacher efficacy influences student achievement and is situation specific. With the Next Generation Science Standards calling for the incorporation of engineering practices into K-12 classrooms, it is important to identify teachers' engineering teaching efficacy. A study of K—5 teachers' engineering self-efficacy and engineering teaching efficacy revealed that that they have low engineering self-efficacy and low teacher efficacy related to engineering pedagogical content knowledge. Additionally, significant differences existed in self-efficacy levels based on gender, ethnicity, Title I school status, and grade level taught.
机译：研究表明，教师的效能会影响学生的学习成绩，并且因情况而异。随着下一代科学标准要求将工程实践纳入K-12教室，确定教师的工程教学效果非常重要。对K-5教师的工程自我效能和工程教学效能的研究表明，他们与工程教学内容知识有关的工程自我效能低，教师效能低。此外，根据性别，种族，职称学校状况和所教等级，自我效能水平存在显着差异。

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