Search results for: Lee Carrie
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Teaching Efficacy: Exploring Relationships between Mathematics and Science Self-Efficacy Beliefs, PCK and Domain Knowledge among Preservice Teachers from the United States
This study explored the relationships among preservice teachers’ mathematics and science teaching efficacy beliefs, their pedagogical content knowledge (PCK) and their domain knowledge (DK). It was found that participants’ PCK and efficacy beliefs correlate to a high degree and influence each other. Furthermore, the results indicated that participants’ mathematics and science DK did not predict their teaching efficacy beliefs, however, their mathematics and science overall PCK score predicted participants’ efficacy beliefs, more exactly, their outcome expectancies. Furthermore, the findings show that elementary preservice teachers’ previous efficacy beliefs are more likely to predict their future efficacy beliefs than their mastery of DK and PCK.
Updated: Dec. 12, 2018