Preservice Elementary Teachers’ Development of Self-Efficacy and Confidence to Teach Science: A Case Study
By Amanda M. Gunning, F. Mensah. 2011
147 citations recorded by the source corpus.
Subfields: Developmental and Educational Psychology, Education, General Agricultural and Biological Sciences
View Paper: https://www.semanticscholar.org/paper/a42acfe50172bd3ed85ea252ba7618ff17be8356
How researchers see this paper
The researchers whose trusted networks rank it highest, strongest advocate first. Every researcher gets a different order.
In Developmental and Educational Psychology
- Troy D. Sadler
- Deepika Menon
- D. Zeidler
- Chin-Chung Tsai
- Ying-Tien Wu
- V. Dawson
- G. Venville
- R. Khishfe
In Education
- Troy D. Sadler
- Deepika Menon
- D. Zeidler
- Chin-Chung Tsai
- Ying-Tien Wu
- V. Dawson
- G. Venville
- Andy Cavagnetto
In General Agricultural and Biological Sciences
Citations in the corpus
- Preservice Elementary Teachers’ Science Self-Efficacy Beliefs and Science Content Knowledge (2016, background): “Most of the reported literature suggests that science methods courses can enhance self-efficacy beliefs (Avery & Meyer, 2012; Brand & Wilkins, 2007; Gunning & Mensah, 2011).”
- Reconceptualizing the Sources of Teaching Self-Efficacy: a Critical Review of Emerging Literature (2016, unknown): “…the importance of early modeling experiences, often claiming that early experiences with masterful mentors were foundational in their development of confidence because those experiences armed them with content knowledge and pedagogical strategies (Gunning and Mensah 2011; Mills 2011; Siwatu 2011a).”