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AN EXPLORATION OF THE INTERRELATIONSHIPS AMONG THE CONSTRUCTS OF BANDURA?S SELF-EFFICACY THEORY IN PRESERVICE ELEMENTARY TEACHERS WITHIN SCIENCE CONTENT APPLICATIONS

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Date Issued:
2011
Summary:
Bandura's theory of self-efficacy describes those factors which influence the way people behave in given situations. According to Bandura, self-efficacy, the beliefs people have about their abilities to successfully accomplish a given task, influences behavior more than any other factor. This ex post facto descriptive study explores the interrelationships among the constructs of Bandura's theory of self-efficacy as they relate to a sample of preservice elementary teachers in science content areas. Science education has traditionally followed a philosophical perspective in which science is taught as a body of knowledge, which can be transferred from the teacher to the students through transmission-based practices and strategies. Reform efforts, however, encourage a more constructivist approach to teaching and learning science. Although reform efforts encourage teachers to change the ways with which they approach science education, research indicates that teachers tend to be resistant to pedagogical change. Lack of content knowledge, low confidence, and poor attitudes toward science contribute to a heavy reliance on textbook readings and lecture rather than the creation of student-centered learning environments. This study used an ex post facto design to explore the interrelationships among the constructs of Bandura's self-efficacy theory in relation to preservice elementary teachers in science content areas. The study was conducted at a mid-sized regional comprehensive university in the southeastern United States. The sample represented a population of approximately 850 preservice elementary teachers within the university's Elementary Education and Exceptional Student Education undergraduate teacher preparation programs. Correlational and multiple regression analysis procedures were performed and those procedures identified relationships among the variables, which represented the constructs of Bandura's self-efficacy theory. The findings of this study prompted ideas and suggestions for future research which might shed new light on the strategies and practices used to educate preservice elementary teachers in science content areas.
Title: AN EXPLORATION OF THE INTERRELATIONSHIPS AMONG THE CONSTRUCTS OF BANDURA?S SELF-EFFICACY THEORY IN PRESERVICE ELEMENTARY TEACHERS WITHIN SCIENCE CONTENT APPLICATIONS.
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Name(s): Gaudette, Michelle Renee, Author
Type of Resource: text
Date Issued: 2011
Publisher: University of West Florida
Language(s): English
Summary: Bandura's theory of self-efficacy describes those factors which influence the way people behave in given situations. According to Bandura, self-efficacy, the beliefs people have about their abilities to successfully accomplish a given task, influences behavior more than any other factor. This ex post facto descriptive study explores the interrelationships among the constructs of Bandura's theory of self-efficacy as they relate to a sample of preservice elementary teachers in science content areas. Science education has traditionally followed a philosophical perspective in which science is taught as a body of knowledge, which can be transferred from the teacher to the students through transmission-based practices and strategies. Reform efforts, however, encourage a more constructivist approach to teaching and learning science. Although reform efforts encourage teachers to change the ways with which they approach science education, research indicates that teachers tend to be resistant to pedagogical change. Lack of content knowledge, low confidence, and poor attitudes toward science contribute to a heavy reliance on textbook readings and lecture rather than the creation of student-centered learning environments. This study used an ex post facto design to explore the interrelationships among the constructs of Bandura's self-efficacy theory in relation to preservice elementary teachers in science content areas. The study was conducted at a mid-sized regional comprehensive university in the southeastern United States. The sample represented a population of approximately 850 preservice elementary teachers within the university's Elementary Education and Exceptional Student Education undergraduate teacher preparation programs. Correlational and multiple regression analysis procedures were performed and those procedures identified relationships among the variables, which represented the constructs of Bandura's self-efficacy theory. The findings of this study prompted ideas and suggestions for future research which might shed new light on the strategies and practices used to educate preservice elementary teachers in science content areas.
Identifier: WFE0000259 (IID), uwf:60909 (fedora)
Note(s): 2011-05-01
Ed.D.
Department of Education
Doctorate
Subject(s): Preservice elementary teachers, self-efficacy theory, elementary science content, constructivist vs. traditional pedagogy, anticipated teaching behaviors, beliefs about teaching science
Persistent Link to This Record: http://purl.flvc.org/uwf/fd/WFE0000259
Restrictions on Access: public
Use and Reproduction: http://rightsstatements.org/vocab/InC-EDU/1.0/
Host Institution: UWF

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