Success in Science Learning and Preservice Science Teaching Self-Efficacy

By R. Bleicher, Joan Lindgren. 2005

193 citations recorded by the source corpus.

Subfields: Education, General Agricultural and Biological Sciences

View Paper: https://www.semanticscholar.org/paper/420a1b4b9eaa86695de03b79e1461fb966d8a656

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In Education

In General Agricultural and Biological Sciences

Citations in the corpus

Investigating the Use of Vicarious and Mastery Experiences in Influencing Early Childhood Education Majors’ Self-Efficacy Beliefs (2011, background): “preparation courses can result in changes to either personal science teaching efficacy (e.g., Schoon and Boone 1998; Tosun 2000) or science teaching outcome expectancy (e.g., Ginns et al. 1995), and sometimes to both (e.g., Bleicher and Lindgren 2005; Wingfield et al. 2000).”
Teacher Training and Pre-service Primary Teachers’ Self-Efficacy for Science Teaching (2014, background): “For a full understanding of the concepts presented in the science content courses, pre-service teachers consider demonstration, hands-on activities, discussions and further explanations to be important factors (Bleicher & Lindgren, 2005; Schoon & Boone, 1998).”
Nurturing Confidence in Preservice Elementary Science Teachers (2006, background): “For example, Bleicher and Lindgren (2005) conducted a study of the learning cycle and self-efficacy.”
The Effect of the Teaching Practice on Pre-Service Elementary Teachers' Science Teaching Efficacy and Classroom Management Beliefs. (2008, result): “Studies related to STEBI-B reported mixed results in terms of significant changes in the two subscales, self-efficacy (PSTE) and outcome expectancy (STOE) (Ginns, Tulip, Watters & Lucas, 1995; Plourde, 2002; Bleicher & Lindgren, 2005 ).”
Reconceptualizing the Sources of Teaching Self-Efficacy: a Critical Review of Emerging Literature (2016, unknown): “And in studies with a one-group pretest-posttest design, preservice teachers enrolled in college methods courses have typically reported higher self-efficacy at the conclusion of the class than at the beginning (Bautista 2011; Bleicher and Lindgren 2005; Palmer 2006a; Swars and Dooley 2010).”
Exploring the Impact of TeachME™ Lab Virtual Classroom Teaching Simulation on Early Childhood Education Majors’ Self-Efficacy Beliefs (2015, background): “…high teacher self-efficacy is linked to desirable teacher actions and high student achievement, it seems appropriate that experiences in learning to teach science are designed to enhance teacher self-efficacy, especially in science methods courses (e.g., Bautista, 2011; Bleicher & Lindgren, 2005).”
Preservice Elementary Teachers’ Science Self-Efficacy Beliefs and Science Content Knowledge (2016, background): “Other research has shown associations between preservice teachers’ self-reports of 652 D. Menon, T. D. Sadler science experiences and content knowledge with self-efficacy (Bleicher & Lindgren, 2005; Velthuis, Fisser, & Pieters, 2014).”