A Review of the Science Teaching Efficacy Belief Instrument A: In-service Teachers

Deehan, James

doi:10.1007/978-3-319-42465-1_3

SpringerBriefs in Education

2016

DOI: 10.1007/978-3-319-42465-1_3

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A Review of the Science Teaching Efficacy Belief Instrument A: In-service Teachers

James Deehan¹

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Cited by 2 publications

References 42 publications

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Following up on the impact of a distance learning teachers’ professional development program in science: Α longitudinal case study

Tzovla,

Kedraka

2023

EUR J SCI MATH ED

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This paper follows up on the impact of a distance learning teachers’ professional development program on their self-efficacy beliefs in the long term. Specifically, it measures the personal self-efficacy beliefs and outcome expectancy beliefs of a group of 122 in-service elementary teachers before the start of the program, immediately after its completion, and two years later. The quantitative was used as the data collection method of the research. The results advocate that both the personal self-efficacy beliefs and the outcome expectancy beliefs of the research participants improved immediately after the program was completed and the former remained relatively improved two years after completion of the program, while the latter returned to the levels they had had before attending the program. Recommendations are made for future research.

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Following up on the impact of a distance learning teachers’ professional development program in science: Α longitudinal case study

Tzovla,

Kedraka

2023

EUR J SCI MATH ED

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Primary student teachers' teaching-learning conceptions, attitudes and self-efficacy beliefs toward science teaching

Ecevit,

Kingir

2022

tused

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Science education plays an important role at primary school level. Primary school teachers are the first to introduce science to students. Teaching-learning conceptions, attitudes and perceived self-efficacy of teachers towards science teaching are influential on pupils' science learning. The aim of this study was to investigate primary student teachers' (PSTs') teaching-learning conceptions, attitudes, and self-efficacy beliefs toward science teaching. The sample consisted of 231 PSTs from a public university in Turkey. The Attitude toward Science Teaching Scale, Science Teaching Self-Efficacy Belief Instrument, and Teaching-Learning Conceptions Questionnaire were used for data collection. Descriptive statistics, multivariate analysis of variance, and Pearson correlation analysis were utilized for analyzing the data. Results revealed that PSTs exhibited a constructivist teaching-learning approach rather than a traditional teachinglearning approach. PSTs' mean scores on science teaching self-efficacy beliefs and attitudes toward science teaching were found higher than the average. Females were more dominant than males in terms of the teaching-learning approach. Moreover, it was found out that the female's science teaching self-efficacy beliefs and outcome expectancy were higher than the males.

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A Review of the Science Teaching Efficacy Belief Instrument A: In-service Teachers

Cited by 2 publications

References 42 publications

Following up on the impact of a distance learning teachers’ professional development program in science: Α longitudinal case study

Following up on the impact of a distance learning teachers’ professional development program in science: Α longitudinal case study

Primary student teachers' teaching-learning conceptions, attitudes and self-efficacy beliefs toward science teaching

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