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

Date

2021-04-01

Author

Cetin-Dindar, Ayla
Boz, Yezdan

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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.

Subject Keywords

Pre-service science teachers, teaching concern, self-efficacy beliefs, constructivist learning environment

URI

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

Journal

EUROPEAN JOURNAL OF TEACHER EDUCATION

DOI

https://doi.org/10.1080/02619768.2021.1919079

Collections

Department of Mathematics and Science Education, Article

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Citation Formats

A. Cetin-Dindar and Y. Boz, “Teaching concerns, self-efficacy beliefs and constructivist learning environment of pre-service science teachers: a modelling study,” EUROPEAN JOURNAL OF TEACHER EDUCATION, pp. 0–0, 2021, Accessed: 00, 2021. [Online]. Available: https://hdl.handle.net/11511/90743.