ERG SES C 14, Science and Maths Education
Teacher’s sense of efficacy is one of the teacher characteristics significantly related to teacher effectiveness. Tschannen-Moran, Woolfolk-Hoy and Hoy (1998) defined teacher efficacy as “teacher’s belief in his or her own capability to organize and execute courses of action required to successfully accomplish a specific teaching task in a particular context” (p. 233). In other words, teaching self-efficacy is ones perceived capabilities to teach a subject effectively and to provide meaningful learning for students. Related literature revealed that teacher self-efficacy has a powerful effect on teachers` instructional practices (Holzberger, Philipp, & Kunter, 2013; Morris- Rothschild & Brassard, 2006), student motivation (Midgley, Feldlaufer, & Eccles, 1989), and achievement (Goddard, Hoy, & Woolfolk Hoy, 2000; Hoy, Sweetland, & Smith, 2002). Teachers with a high sense of efficacy eager to try new strategies and methods (Cousins & Walker, 2000), deal with a struggling student longer and become less critical of student errors (Ashton & Webb, 1986; Fuchs, Fuchs, & Bishop, 1992). Additionally, they use self-regulatory strategies in their profession more (Tschannen-Moran et al., 1998) and show greater commitment to teaching (Coladarci, 1992). On the other hand, teachers with low self-efficacy have tension, performance anxiety, and expectations of failure which decreased ability to meet the daily challenges of the job effectively (Tschannen-Moran et al., 1998). They have lower levels of job-satisfaction (Klassen et al., 2009; Tschannen-Moran et al., 1998), and get burned out sooner (Skaalvik & Skaalvik, 2014). In consideration of this, there is a need to investigate the development of teacher self-efficacy beliefs starting with pre-service years. Therefore, the aim of this study is to investigate how teaching practice course influence pre-service science teachers’ self-efficacy beliefs.
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