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首页> 外文期刊>Research in science education >From Students to Teachers: Investigating the Science Teaching Efficacy Beliefs and Experiences of Graduate Primary Teachers
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From Students to Teachers: Investigating the Science Teaching Efficacy Beliefs and Experiences of Graduate Primary Teachers

机译：从学生到教师：调查研究生小学教师的科学教学疗效和经验

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摘要

The science achievement of primary students, both in Australia and abroad, has been the subject of intensive research in recent decades. Consequently, much research has been conducted to investigate primary science education. Within this literature, there is a striking juxtaposition between tertiary science teaching preparation programs and the experiences and outcomes of both teachers and students alike. Whilst many tertiary science teaching programs covary with positive outcomes for preservice teachers, reports of science at the primary school level continue to be problematic. This paper begins to explore this apparent contradiction by investigating the science teaching efficacy beliefs and experiences of a cohort of graduate primary teachers who had recently transitioned from preservice to inservice status. An opportunity sample of 82 primary teachers responded to the science teaching efficacy belief instrument A (STEBI-A), and 10 graduate teachers provided semi-structured interview data. The results showed that participants' prior science teaching efficacy belief growth, which occurred during their tertiary science education, had remained durable after they had completed their teaching degrees and began their careers. Qualitative data showed that their undergraduate science education had had a positive influence on their science teaching experiences. The participants' school science culture, however, had mixed influences on their science teaching. The findings presented within this paper have implications for the direction of research in primary science education, the design and assessment of preservice primary science curriculum subjects and the role of school contexts in the development of primary science teachers.
机译：近几十年来，澳大利亚和国外的小学生科学成就一直是密集研究的主题。因此，已经进行了许多研究来调查原生科学教育。在这个文献中，三级科学教学准备方案与教师和学生的经验和结果之间存在着惊人的并置。虽然许多高等教育教学课程科尔维亚与保险师教师的积极成果，小学一级科学的报告继续存在问题。本文开始探讨这一明显的矛盾，通过调查最近从Preservice转移到Inservice地位的研究生小学教师的科学教学效力和经验。 82名小学教师的机会样本回应了科学教学功效信仰仪器A（Stebi-A），10名研究生教师提供半结构化访谈数据。结果表明，参与者先前的科学教学效率信仰增长，在他们的第三科学教育中发生，在他们完成教学学位后仍然持久，并开始他们的职业生涯。定性数据显示，他们的本科科学教育对他们的科学教学经历产生了积极的影响。然而，参与者的学校科学文化对他们的科学教学感到影响。本文中提出的调查结果对初级科学教育的研究方向，Preservice Primary Scient Scients课程主题的设计和评估以及学校背景在发基质教师发展中的作用。

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