Investigating the Use of Vicarious and Mastery Experiences in Influencing Early Childhood Education Majors’ Self-Efficacy Beliefs

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Preservice Elementary Teachers’ Science Self-Efficacy Beliefs and Science Content Knowledge (2016, background): “An advantage of having high science self-efficacy beliefs is that these beliefs may support smooth transitioning into their science methods coursework and student teaching (Bautista, 2011; Gunning & Mensah, 2011).”
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): “PSTs can observe a teacher successfully teaching science in a real classroom (effective actual modeling) or on television or other visual media (symbolic modeling); video-tape their own teaching practices and reflect on their performances (self-modeling); imagine themselves successfully teaching sci”