Search results for: Fisser Petra
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The present study focuses on the improvement of pre-service teachers’ self-efficacy for teaching science by including science courses within the teacher training program. The authors conclude that the science teaching self-efficacy of pre-service teachers, in particular, improved during years 1 and 2, and not during years 3 and 4. Higher levels of self-rated subject-matter knowledge and science teaching experience in primary schools both contributed to higher levels of personal self-efficacy for science teaching. Differences at the university level in courses taken during the first year between science content courses and science methods courses also influenced the pre-service teachers’ development of science teaching self-efficacy.
Updated: Dec. 07, 2015