Teaching concerns, self-efficacy beliefs and constructivist learning environment of pre-service science teachers: a modelling study

Date

2021-04-01

Author

Boz, Yezdan
Cetin-Dindar, Ayla

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This work is licensed under a Creative Commons Attribution-NonCommercial-NoDerivatives 4.0 International License.

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The purpose of the study was to reveal the relationships among teaching concerns, their sense of efficacy and their preferences of a classroom environment of pre-service science teachers. Data were gathered from 623 pre-service science teachers. Based on the structural equation modelling results, the pre-service science teachers' sense of self-efficacy was negatively associated with their concerns. In addition, the pre-service science teachers' sense of efficacy was positively associated with the constructivist learning environment. Moreover, pre-service science teachers' concerns were positively related to their constructivist learning environment. The findings shed light on pre-service teacher and teacher education experiences and outcomes.

URI

https://hdl.handle.net/11511/90743

Collections

Department of Mathematics and Science Education, Article