The Effect of Teaching Outdoor Environmental Education on Preservice Teachers' Attitudes Toward Self-Efficacy and Outcome Expectancy
By Christine Moseley, K. Reinke, Veronica Bookout. 2002
159 citations recorded by the source corpus.
Subfields: General Agricultural and Biological Sciences, Management, Monitoring, Policy and Law, Social Psychology
View Paper: https://www.semanticscholar.org/paper/ab8bbb45e453d0b19557538e255ab6579cb666fc
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In General Agricultural and Biological Sciences
In Management, Monitoring, Policy and Law
In Social Psychology
Citations in the corpus
- Teacher Training and Pre-service Primary Teachers’ Self-Efficacy for Science Teaching (2014, methodology): “For example, Moseley et al. (2002) showed a significant drop in teachers’ self-efficacy approximately 7 weeks after finishing training for professional development, when the teachers were back at their own schools to Table 7 Independent samples t tests (two-tailed) comparing mean PSTE scores for yea”
- The effects of outdoor science lessons with elementary school students on preservice teachers’ self-efficacy (2009, background): “Another goal was to investigate strategies to improve preservice teachers’ perceptions that they can effectively teach science, including environmental science education lessons, in the outdoors (Moseley et al., 2002).”
- Environmental literacy of pre‐service teachers in Israel: a comparison between students at the onset and end of their studies (2009, background): “Studies focusing on the influence of pre-service teacher programs on characteristics of students’ environmental literacy are especially limited (Markku and Riitta 2000; Moseley, Reinke, and Bookout 2002; Ozden 2008).”