Arguments for Construct Validity of the Self-Efficacy Beliefs of Interdisciplinary Science Teaching (SElf-ST) Instrument

Handtke, Kevin; Bögeholz, Susanne

doi:10.12973/eu-jer.9.4.1435

Cited by 7 publications

(13 citation statements)

References 35 publications

Supporting

Mentioning

Contrasting

Order By: Relevance

“…This should allow deep insights into the development between all sections of teacher education. In addition to the pre-service teachers from nine German universities, we contacted 90 study participants who expressed interest in participating in the longitudinal study after participating in a previous study (n previous study = 590; see [4,36,37]). Thus, there were few trainee teachers at the beginning of this longitudinal study as well.…”

Section: Research Design Of the Longitudinal Studymentioning

confidence: 99%

The Challenge to Link Biology, Chemistry, and Physics: Results of a Longitudinal Study on Self-Rated Content Knowledge

Handtke

Bögeholz

2022

Education Sciences

Self Cite

View full text Add to dashboard Cite

Interdisciplinary science teaching in (lower) secondary education can lead to out-of-field teaching in countries with a discipline-specific teacher education. For example, the discipline-specific teacher education in Germany does not fit the current demands of interdisciplinary science teaching, especially in comprehensive schools. Self-rated content knowledge (srCK)—a specific part of academic self-concept—of (prospective) teachers is important in the context of motivational orientations and due to the reciprocal relation of academic self-concept and performance. Previous research did not focus on the long-term development of core idea-based srCK regarding secondary education. Thus, we surveyed 271 (prospective) teachers of biology, chemistry, and physics three times (2019–2021). In addition, we surveyed seven chemistry and physics pre-service teachers participating in a biology content knowledge (CK) course. Taking into account measurement invariance, we used structural equation modeling and latent change models. The srCK of biology, chemistry, and physics showed a high relative and absolute stability. We did not find any correlation between srCK of biology and chemistry. SrCK of chemistry and physics always showed a small positive correlation. SrCK of biology and physics always had a strong negative correlation. Supporting these results, studying physics had a negative effect on the srCK of biology, and studying chemistry had a positive effect on the srCK of physics. Additionally, studying the subject of the srCK in question always had a strong positive effect. Though srCK seems to be time-stable, a biology CK course for pre-service chemistry and physics teachers showed strong positive changes in their srCK of biology. Thus, training in an unstudied subject could help to cope with the undesired time-stability of srCK. In addition, the strong negative correlation between the srCK of biology and of physics needs to be addressed in teacher education.

show abstract

Section: Research Design Of the Longitudinal Studymentioning

confidence: 99%

The Challenge to Link Biology, Chemistry, and Physics: Results of a Longitudinal Study on Self-Rated Content Knowledge

Handtke

Bögeholz

2022

Education Sciences

Self Cite

View full text Add to dashboard Cite

show abstract

“…In sample 2, all participants were rewarded. Comparing the self-efficacy beliefs of teaching ESD with the self-efficacy beliefs of teaching interdisciplinary science, which were constructed similarly, the latter showed very little effect of the monetary reward on just one factor [50]. Thus, a strong effect of the participation fee can be rather denied.…”

Section: Limitationsmentioning

confidence: 95%

“…In addition to examining the factorial structure of the new instrument, we focused on an often-considered construct in connection with the self-efficacy beliefs: self-rated content knowledge. Different researchers regarding teaching science (primary and secondary education) revealed a relationship between self-efficacy beliefs and self-rated content knowledge [48][49][50]. In the field of teaching ESD in primary and secondary education (pre-and in-service teachers), five studies pointed out positive correlations of different strengths between both constructs [14,43,45,46,51].…”

Section: Research Questions and Hypothesesmentioning

confidence: 99%

“…Considering the relations of self-efficacy beliefs with other constructs, self-rated content knowledge plays an important role. For example, self-rated content knowledge in science (subjects) relates to self-efficacy beliefs of teaching interdisciplinary science in primary and secondary education [48][49][50]. Researchers uncovered correlations between both constructs [48,50] and differences in self-efficacy beliefs between groups of different self-rated content knowledge in science (better self-rated content knowledge = higher self-efficacy beliefs) [49].…”

Section: Self-efficacy Beliefs Self-rated Content Knowledge and Teach...mentioning

confidence: 99%

See 1 more Smart Citation

Self-Efficacy Beliefs of Teaching ESD: A Theory-Driven Instrument and the Effectiveness of ESD in German Teacher Education

2022

Self Cite

View full text Add to dashboard Cite

Self-efficacy beliefs are important for teachers to conduct Education for Sustainable Development (ESD). Self-efficacy instruments for teaching ESD mainly focus on primary education, and theory-driven instruments are lacking. Thus, we developed an instrument for secondary education reflecting eight subcategories of a science teaching pedagogical content knowledge (PCK) model, transferred to teaching ESD. We conducted an exploratory factor analysis (n1 = 162) and a confirmatory factor analysis (n2 = 236) with mainly pre-service biology, politics, and geography teachers for secondary education. We identified seven self-efficacy beliefs of teaching ESD factors. Six of these factors showed an expected low or middle correlation with self-rated content knowledge of SD-relevant issues (divergent validity). Pre-service teachers’ ESD teaching self-efficacy beliefs were rather positive, missing clear differences due to studying biology, politics, and geography. Bachelor students had higher self-efficacy beliefs than Master of Education students regarding four factors. Only 32 of 113 Bachelor students completed any ESD course at that time. They could have overestimated their own skills or underestimated teaching ESD. Current participation in at least one ESD course positively influenced three self-efficacy factors. Since barely any pre-service teacher currently participated in or completed more than three ESD courses at the time of the study, there is room for a stronger focus on ESD in German teacher education.

show abstract

“…The relationship between leaders and subordinates is the first aspect of situational variables. It has been found that the relationship between leaders and subordinates is one of the most important factors in group decision-making [7]. It has also been pointed out that when leaders believe that subordinates can support them, it also means that the members affirm the decisions made by the leaders on the job.…”

Section: Situationmentioning

confidence: 99%

Stimulating the Influence of Teaching Effectiveness and Students’ Learning Motivation by Using the Hierarchical Linear Model

2022

View full text Add to dashboard Cite

In the context of school learning and teaching, teachers are leaders who stimulate students’ learning outcomes through leadership styles. The teacher efficacy of this study is discussed by using multiple teaching and class management strategies. Because the situation of each school is different, the contingency theory is used to design the research structure. This study changed the original leadership style to the new leadership style; effectiveness to teacher effectiveness; and context to school context, and set them as moderators. Since the unit of analysis is teachers, it is difficult to find factors such as differences in regression coefficients in the school context. Therefore, the HLM hierarchical linear analysis is used, and the school context is set as the second level, and then statistical analysis is performed. Teachers’ leadership styles have significant differences in multiple teaching strategies for teacher effectiveness. Moral leadership and charismatic leadership have a moderating effect on the multiple teaching strategies of teacher effectiveness. The multiple teaching strategies of teacher effectiveness have a significant effect in middle school situations with lower moral leadership. On the other hand, charismatic leadership is more pronounced in middle school situations than in high school situations. Teachers’ leadership styles have a significant impact on classroom management of teacher effectiveness. Under the situational control of schools, moral leadership, charismatic leadership, and supportive leadership have moderating effects on classroom management of teacher effectiveness. When the classroom management of teacher effectiveness is in the middle school situation, low moral leadership is more significant; in the high school situation, charismatic leadership will reduce the effectiveness of the class management; in the moderate or high situation, the higher the support of the leader, the greater the effect of class management.

show abstract

Arguments for Construct Validity of the Self-Efficacy Beliefs of Interdisciplinary Science Teaching (SElf-ST) Instrument

Cited by 7 publications

References 35 publications

The Challenge to Link Biology, Chemistry, and Physics: Results of a Longitudinal Study on Self-Rated Content Knowledge

The Challenge to Link Biology, Chemistry, and Physics: Results of a Longitudinal Study on Self-Rated Content Knowledge

Self-Efficacy Beliefs of Teaching ESD: A Theory-Driven Instrument and the Effectiveness of ESD in German Teacher Education

Stimulating the Influence of Teaching Effectiveness and Students’ Learning Motivation by Using the Hierarchical Linear Model

Contact Info

Product

Resources

About