Pre-service teachers’ science beliefs, attitudes, and self-efficacy: a multi-case study

Mahsa Kazempour, Troy D. Sadler

Research output: Contribution to journalArticle

15 Citations (Scopus)

Abstract

The aim of this multi-case study was to explore the extent and nature of changes in elementary pre-service teachers’ beliefs, attitudes, and self-efficacy toward science and science teaching as a result of participating in a science methods course. The study specifically focused on three groups of pre-service teachers based on their varying beliefs, attitudes, and self-efficacy prior to the course. The study examined factors that may have contributed to changes in these domains as well as interrelationships among the three constructs.

Original languageEnglish (US)
Pages (from-to)247-271
Number of pages25
JournalTeaching Education
Volume26
Issue number3
DOIs
StatePublished - Jul 3 2015

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self-efficacy
teacher
science
teacher attitude
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All Science Journal Classification (ASJC) codes

  • Education

Cite this

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Pre-service teachers’ science beliefs, attitudes, and self-efficacy : a multi-case study. / Kazempour, Mahsa; Sadler, Troy D.

In: Teaching Education, Vol. 26, No. 3, 03.07.2015, p. 247-271.

Research output: Contribution to journalArticle

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