The purpose of the present study was to understand how pre-service science teachers’ teaching efficacy beliefs were shaped and what sources contributed to these efficacy beliefs. The researcher interviewed five students in their final year of an undergraduate elementary science education program. Bandura’s (1997) hypothesized sources (mastery experience, vicarious experience, social persuasion, and emotional and physiological states) contributed pre-service science teachers’ efficacy beliefs based on mastery experiences. Science content, knowledge, personality traits and resource provision are also mentioned by pre-service teachers as factors influencing their effectiveness. The results implied the importance of both school experience and faculty courses taken through undergraduate education. Future directions for research and practice were suggested
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