Science teaching self-efficacy in a primary school: A case study

1995 ◽  
Vol 25 (4) ◽  
pp. 453-464 ◽  
Author(s):  
Jenny de Laat ◽  
James J. Watters
Keyword(s):  
Primary School ◽  
Science Teaching ◽  
Self Efficacy

scholarly journals FINAL-YEAR PRE-SERVICE PRIMARY SCHOOL TEACHERS’ UNDERSTANDING OF INQUIRY-BASED-SCIENCE TEACHING

2020 ◽  
Vol 19 (3) ◽  
pp. 454-466 ◽  
Author(s):  
Khanyisile Brenda Nhlengethwa ◽  
Nadaraj Govender ◽  
Doras Sibanda
Keyword(s):  
Primary School ◽  
Science Teaching ◽  
Teacher Educators ◽  
Two Dimensions ◽  
Structured Interviews ◽  
School Teachers ◽  
Pedagogical Approach ◽  
Primary School Teachers ◽  
Directed Learning

Teachers’ accurate understanding of Inquiry-Based Science Teaching (IBST) is crucial for the proper enactment of this pedagogical approach. In this research, a qualitative case study design was used to explore and interpret pre-service teachers’ understanding of IBST at the conclusion of their three-year primary diploma at a university in Swaziland. Data were collected using a semi-structured teaching scenario-based questionnaire in conjunction with individual semi-structured interviews. Thirty-four participants completed the questionnaire and eight of them were subsequently interviewed. The data were analyzed using a conceptual framework of IBST that outlines two dimensions of IBST; namely the cognitive and guidance dimensions. The results show that in the cognitive dimension, participants focused mainly on the procedural domain. With regard to the guidance dimension, they associated the pedagogical approach more with teacher-directed than learner-directed learning activities. This paper recommends that in training pre-service primary school teachers, teacher educators must broaden their focus from procedural aspects of IBST to include all its aspects; thereby developing their pre-service teachers’ holistic and deep experiences of IBST. Keywords: inquiry-based science teaching, primary school, pre-service teachers, scenario-based questionnaire, IBST understanding.

scholarly journals The Relation between Self-Efficacy Beliefs towards Science Teaching and Learning Strategies of Primary School Teacher Candidates

2020 ◽  
Vol 6 (2) ◽  
pp. 347
Author(s):  
Nevin Kozcu Çakır
Keyword(s):  
Primary School ◽  
Science Teaching ◽  
Learning Strategies ◽  
Self Efficacy ◽  
Teacher Candidates ◽  
Teaching And Learning ◽  
School Teacher ◽  
Primary School Teacher ◽  
Data Set ◽  
Efficacy Belief

In this research, the relation between primary school teacher candidates' self-efficacy beliefs towards science teaching and learning strategies was investigated. The research group consisted of 314 primary school teacher candidates who are studying in the faculty of education in a public university. “The Science Teaching Efficacy Belief Instrument” was used to determine the self-efficacy of primary school teacher candidates for science teaching; and in order to determine their learning strategies, part of the Learning Strategies Scale (LSS) was used. The data were analyzed with canonical correlation analysis using CANCORR syntax in PASW 21 software. According to the results of the analysis, it was determined that there was a significant  relation between the personal self-efficacy belief in science teaching variable in self-efficacy belief in science teaching data set and elaboration strategy (ES), metacognitive self-regulation (MC), effort regulation (ER) and time and study environment management (TSEM) variables in the learning strategies data set.

scholarly journals Primary School Teacher’s Self-Efficacy in Handling School Bullying: A Case Study

2017 ◽  
Vol 2 (4) ◽  
pp. 187-202
Author(s):  
Nik Adzrieman Bin Abdul Rahman ◽  
Lee Jun Choi ◽  
Arumugam Raman ◽  
Mohan Rathakrishnan
Keyword(s):  
Primary School ◽  
Self Efficacy ◽  
School Bullying

scholarly journals The Interrelationship of Science Experiences, Beliefs, Attitudes, and Self-Efficacy: A Case Study of a Pre-Service Teacher with Positive Science Attitude and High Science Teaching Self-Efficacy

2014 ◽  
Vol 8 (1) ◽  
pp. 51-64
Author(s):  
Mahsa Kazempour
Keyword(s):  
Science Teaching ◽  
Self Efficacy ◽  
Teaching Beliefs ◽  
Interest In Science ◽  
Science Attitude ◽  
Before And After ◽  
K 12 ◽  
The Relationship ◽  
Pre Service Teacher

This qualitative case study aimed to focus on the experiences and subsequent science and science teaching beliefs, attitudes, and self-efficacy of an elementary pre-service teacher, Heather, with extremely positive attitude and high self-efficacy. For this particular population of pre-service teachers, possessing a high science teaching self-efficacy alone is not sufficient to assume reform-based beliefs and teaching practices. This study was unique in that it concurrently explored the relationship between attitude, beliefs, and self-efficacy before and after the course. Initially, Heather’s attitude and self-efficacy with respect to science and science teaching were closely interrelated and a product of her own intrinsic interest in science and her unique K-12 experiences. Her beliefs appeared to have been shaped by both her actual science experiences and what she had witnessed in the classrooms. Heather’s course experiences shaped her post beliefs about science and science teaching, which consequently altered her attitude and confidence.

Collaborative Curriculum Design to Increase Science Teaching Self-Efficacy: A Case Study

2014 ◽  
Vol 108 (3) ◽  
pp. 217-225 ◽  
Author(s):  
Chantal Velthuis ◽  
Petra Fisser ◽  
Jules Pieters
Keyword(s):  
Science Teaching ◽  
Curriculum Design ◽  
Self Efficacy
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