Sources of Self-efficacy in a Science Methods Course for Primary Teacher Education Students

By David H. Palmer. 2006

383 citations recorded by the source corpus.

Subfields: Developmental and Educational Psychology, Education, Experimental and Cognitive Psychology

View Paper: https://www.semanticscholar.org/paper/d50439051cfff6eb196f7137b7f6fe92c1bfe662

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In Developmental and Educational Psychology

In Education

In Experimental and Cognitive Psychology

Citations in the corpus

Exploring the Impact of TeachME™ Lab Virtual Classroom Teaching Simulation on Early Childhood Education Majors’ Self-Efficacy Beliefs (2015, background): “TML also increased the number of instructional hours each PST spent teaching science and observing others teach science, which were reported to positively impact PSTs’ self-efficacy (Palmer, 2006, 2011).”
The design of pre-service inclusive education courses and their effects on self-efficacy: a comparative study (2010, background): “A number of studies have shown that participation in a pre-service preparation course positively influences the attitudes and self-efficacy of PSTEs as they relate to working with children who have a variety of educational needs (Burton & Pac, 2009; Carroll et al., 2003; Lambe, 2007; Palmer, 2006).”
Reconceptualizing the Sources of Teaching Self-Efficacy: a Critical Review of Emerging Literature (2016, positive): “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).”
Nurturing Confidence in Preservice Elementary Science Teachers (2006, background): “A number of science education researchers have examined various factors that contribute to personal science teaching self-efficacy (e.g., Balunuz, Jarrett, & Bulunuz, 2001; Cakiroglu & Boone, 2002; Cantrell, Young, & Moore, 2003; Palmer, 2006; Rice & Roychoudhury, 2003).”
Enhancing Self-Efficacy in Elementary Science Teaching With Professional Learning Communities (2013, background): “The findings of these studies suggest that even relatively conventional science methods courses can boost teachers’ self-efficacy (Hechter 2011; Palmer 2006).”
Exploring the Construct of Pedagogical Discontentment: A Tool to Understand Science Teachers’ Openness to Reform (2011, background): “To date much of this consideration of affective factors has focused on teachers’ motivation, interest and teaching self efficacy (Brand and Wilkins 2007; Palmer 2006; Rice and Roychoudhury 2003; Scharmann and Orth Hampton 1995).”
Investigating the Use of Vicarious and Mastery Experiences in Influencing Early Childhood Education Majors’ Self-Efficacy Beliefs (2011, methodology): “…have investigated the importance of different sources of self-efficacy showed that enactive mastery experiences (Cantrell et al. 2003; Mulholland and Wallace 2001; Wingfield et al. 2000) or vicarious experiences (Palmer 2006) or both (Settlage 2000) are the most effective sources self-efficacy.”
Preservice Elementary Teachers’ Science Self-Efficacy Beliefs and Science Content Knowledge (2016, background): “…preparation has focused on the issue of limited science content preparedness (Appleton, 2006; Hechter, 2011), close attention has also been paid to self-efficacy beliefs (Cantrell, Young, & Moore, 2003; Kazempour & Sadler, 2015; Leonard, Barnes-Johnson, Dantley, & Kimber, 2011; Palmer, 2006a).”
Teacher Training and Pre-service Primary Teachers’ Self-Efficacy for Science Teaching (2014, background): “Science education research reveals that various factors associated with science courses contribute to science teaching self-efficacy, both science methods courses and science content courses (Bleicher & Lindgren, 2005; Cantrell, Young, & Moore, 2003; Palmer, 2006; Schoon & Boone, 1998; Settlage, 200”
Sources of Self-Efficacy in School: Critical Review of the Literature and Future Directions (2008, background): “Preservice science teachers who receive practical, hands-on teaching suggestions report feeling more confident because they are better able to visualize how they might conduct similar lessons in the future (Palmer, 2006).”
Practicum experiences as sources of pre-service teachers’ self-efficacy (2015, methodology): “Several studies have reported that self-efficacy increases during TEPs mainly through the practicum in student teaching periods (Woolfolk and Hoy 1990; Wenner 2001, Woolfolk Hoy and Spero 2005; Palmer, 2006; Boz and Boz 2010; Caires, Almeida, and Vieira 2012).”