Factors Affecting Science Teaching Efficacy of Preservice Elementary Teachers

By P. Cantrell, S. Young, A. Moore. 2003

288 citations recorded by the source corpus.

Subfields: Computer Networks and Communications, General Agricultural and Biological Sciences, Safety Research

View Paper: https://www.semanticscholar.org/paper/8223d65c84a0b3326b4d8393980ca2ac276d18a9

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Citations in the corpus

Using Self-Efficacy as a Construct for Evaluating Science and Mathematics Methods Courses (2007, background): “Cantrell, Young, and Moore (2003) conducted a study examining the science teaching efficacy beliefs of elementary preservice teachers at three stages of their teacher preparation: (a) during the introductory methods seminar courses, (b) during advanced methods courses, and (c) during student teachi”
Exploring the Impact of TeachME™ Lab Virtual Classroom Teaching Simulation on Early Childhood Education Majors’ Self-Efficacy Beliefs (2015, methodology): “Field experiences, a component of methods courses, are considered to have the most impact on the PST self-efficacy as PSTs have opportunities to apply and implement what they learned (e.g., Cantrell et al., 2003).”
Factors affecting students' self-efficacy in higher education (2011, background): “Although all survey studies suggest there is a relationship between identified factors and student self-efficacy, several researchers (Cantrell et al., 2003; Tang et al., 2004; Miller & Byers, 2008) point at the limitations of their studies mentioning sample size and used correlational methods.”
Sources of Self-efficacy in a Science Methods Course for Primary Teacher Education Students (2006, methodology): “The instrument was validated for use with Australian students by Ginns, Watters, Tulip, and Lucas (1995) and has been widely used in recent years (Bell, 2001; Cannon & Scharmann, 1996; Cantrell, et al., 2003; Schoon & Boone, 1998; Settlage, 2000; Watters & Ginns, 2000; Wingfield, et al., 2000).”
Teacher Training and Pre-service Primary Teachers’ Self-Efficacy for Science Teaching (2014, background): “Science methods courses can have a positive impact on self-efficacy for teaching, especially when the program takes into account the four main influences on selfefficacy (Cantrell et al., 2003; Settlage, 2000).”
Reconceptualizing the Sources of Teaching Self-Efficacy: a Critical Review of Emerging Literature (2016, unknown): “For the most part, researchers have found that preservice teachers become more selfefficacious after completing early student teaching experiences (e.g., Cantrell et al. 2003; Fives et al. 2007; Knoblauch and Woolfolk Hoy 2007).”
Success in Science Learning and Preservice Science Teaching Self-Efficacy (2005, background): “(e.g., Ashton, 1984; Cannon & Scharmann, 1995; Cantrell et al., 2003; Enochs & Riggs, 1990; Jarrett, 1999; Scharmann & Hampton, 1995; Tosun, 2000; Watters & Ginns, 2000; Wingfield et al., 2000) that science teaching self-efficacy should be explicitly addressed in teacher education programs.”
Constructing a doubt‐free teaching self: Self‐efficacy, teacher identity, and science instruction within diverse settings (2009, background): “For example, Carlone (2004) examined female students’ developing competence and confidence in the physical sciences and described girls’ participation with and resistance to an inquiry physics program in terms of the extent to which they took on the identity of science learners.”
TURKISH PRESERVICE ELEMENTARY TEACHERS’ SELF-EFFICACY BELIEFS REGARDING MATHEMATICS AND SCIENCE TEACHING (2010, background): “PMTE beliefs refer to the extent that teachers believe they have the capacity to affect students’ mathematics achievement positively, and PSTE refers to similar teacher beliefs that affect students’ science achievement ( Cantrell et al., 2003; Moore & Watson, 1999).”