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Journal of Science Teacher Education Volume 24, 2013 - Issue 7
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Original Articles

Construct Validation of the Self-Efficacy Teaching and Knowledge Instrument for Science Teachers-Revised (SETAKIST-R): Lessons Learned

Linda A. PruskiDivision of Geriatrics, Gerontology, and Palliative Care, Department of Medicine, Teacher Enrichment InitiativesUniversity of Texas Health Science Center at San Antonio7703 Floyd Curl Drive, MSC 778078229-3900San AntonioTXUSA;Barshop Institute for Aging and Longevity StudiesUniversity of Texas Health Science Center at San Antonio15355 Lamda Drive, MSC 775578245San AntonioTXUSACorrespondence[email protected]
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Sharon L. BlancoDivision of Geriatrics, Gerontology, and Palliative Care, Department of Medicine, Teacher Enrichment InitiativesUniversity of Texas Health Science Center at San Antonio7703 Floyd Curl Drive, MSC 778078229-3900San AntonioTXUSA;Barshop Institute for Aging and Longevity StudiesUniversity of Texas Health Science Center at San Antonio15355 Lamda Drive, MSC 775578245San AntonioTXUSACorrespondence[email protected]
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Rosemary A. RiggsDivision of Geriatrics, Gerontology, and Palliative Care, Department of Medicine, Teacher Enrichment InitiativesUniversity of Texas Health Science Center at San Antonio7703 Floyd Curl Drive, MSC 778078229-3900San AntonioTXUSA;Barshop Institute for Aging and Longevity StudiesUniversity of Texas Health Science Center at San Antonio15355 Lamda Drive, MSC 775578245San AntonioTXUSACorrespondence[email protected]
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Kandi K. GrimesDivision of Geriatrics, Gerontology, and Palliative Care, Department of Medicine, Teacher Enrichment InitiativesUniversity of Texas Health Science Center at San Antonio7703 Floyd Curl Drive, MSC 778078229-3900San AntonioTXUSA;Barshop Institute for Aging and Longevity StudiesUniversity of Texas Health Science Center at San Antonio15355 Lamda Drive, MSC 775578245San AntonioTXUSACorrespondence[email protected]
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Chase W. FordtranDivision of Geriatrics, Gerontology, and Palliative Care, Department of Medicine, Teacher Enrichment InitiativesUniversity of Texas Health Science Center at San Antonio7703 Floyd Curl Drive, MSC 778078229-3900San AntonioTXUSA;Barshop Institute for Aging and Longevity StudiesUniversity of Texas Health Science Center at San Antonio15355 Lamda Drive, MSC 775578245San AntonioTXUSACorrespondence[email protected]
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Gina M. BarbolaDivision of Geriatrics, Gerontology, and Palliative Care, Department of Medicine, Teacher Enrichment InitiativesUniversity of Texas Health Science Center at San Antonio7703 Floyd Curl Drive, MSC 778078229-3900San AntonioTXUSA;Barshop Institute for Aging and Longevity StudiesUniversity of Texas Health Science Center at San Antonio15355 Lamda Drive, MSC 775578245San AntonioTXUSACorrespondence[email protected]
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John E. CornellDepartment of Epidemiology and BiostatisticsUniversity of Texas Health Science Center at San Antonio7703 Floyd Curl Drive, MSC 793378229-3900San AntonioTXUSACorrespondence[email protected]
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Michael J. LichtensteinDivision of Geriatrics, Gerontology, and Palliative Care, Department of Medicine, Teacher Enrichment InitiativesUniversity of Texas Health Science Center at San Antonio7703 Floyd Curl Drive, MSC 778078229-3900San AntonioTXUSA;Barshop Institute for Aging and Longevity StudiesUniversity of Texas Health Science Center at San Antonio15355 Lamda Drive, MSC 775578245San AntonioTXUSA;Institute for Integration of Medicine and ScienceUniversity of Texas Health Science Center at San Antonio7703 Floyd Curl Drive, MSC 775978229-3900San AntonioTXUSACorrespondence[email protected]
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Pages 1133-1156 | Published online: 22 Feb 2017

Citations (12)

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Read on this site (4)

Emi Tsuda, Phillip Ward, Obidiah J. Atkinson, Yaohui He & Deb Sazama. (2023) Establishing the Validity of a Test of Common Content Knowledge for Soccer. International Journal of Kinesiology in Higher Education 7:1, pages 48-60.
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Christine Jie Li, Martha C. Monroe, Annie Oxarart & Tracey Ritchie. (2021) Building teachers’ self-efficacy in teaching about climate change through educative curriculum and professional development. Applied Environmental Education & Communication 20:1, pages 34-48.
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Matthew A. d’Alessio. (2018) The Effect of Microteaching on Science Teaching Self-Efficacy Beliefs in Preservice Elementary Teachers. Journal of Science Teacher Education 29:6, pages 441-467.
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Melissa Glackin & Jill Hohenstein. (2018) Teachers’ self-efficacy: progressing qualitative analysis. International Journal of Research & Method in Education 41:3, pages 271-290.
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Articles from other publishers (8)

Peng He, Changlong Zheng & Tingting Li. (2021) Development and Validation of an Instrument for Measuring Chinese Chemistry Teachers’ Perceived Self-Efficacy Towards Chemistry Core Competencies. International Journal of Science and Mathematics Education 20:7, pages 1337-1359.
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I Gede Sanjaya Putra & Ndara Tanggu Renda. (2022) Instrumen Penilaian Sikap Spiritual dan Sikap Sosial Siswa Kelas IV Sekolah Dasar Tema Indahnya Keberagaman di Negeriku. Jurnal Pedagogi dan Pembelajaran 5:2, pages 241-249.
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Ifan Rivaldo, Hari Sutrisno & Alusti Cundo Manik. (2022) The Use of The Rasch Model to Develop Students' Conception of Chemistry Learning Instruments During the Covid-19 Pandemic. Jurnal Pendidikan Kimia Indonesia 6:1, pages 20-29.
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Kevin Handtke & Susanne Bögeholz. (2020) Arguments for Construct Validity of the Self-Efficacy Beliefs of Interdisciplinary Science Teaching (SElf-ST) Instrument. European Journal of Educational Research volume-9-2020:volume-9-issue-4-october-2020, pages 1435-1453.
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A S Tyas, Senam, A Wiyarsi & E W Laksono. (2020) Chemistry teaching self-efficacy: A scale development. Journal of Physics: Conference Series 1440:1, pages 012005.
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Handtke & Bögeholz. (2019) Self-Efficacy Beliefs of Interdisciplinary Science Teaching (SElf-ST) Instrument: Drafting a Theory-based Measurement. Education Sciences 9:4, pages 247.
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Claudia Meinhardt, Thorid Rabe & Olaf Krey. (2018) Formulierung eines evidenzbasierten Validitätsarguments am Beispiel der Erfassung physikdidaktischer Selbstwirksamkeitserwartungen mit einem neu entwickelten InstrumentEstablishing an Evidence-Based Validity Argument for Assessing Self-Efficacy Beliefs for Teaching Physics with a Newly Developed Instrument. Zeitschrift für Didaktik der Naturwissenschaften 24:1, pages 131-150.
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Meg West, Rachel L. Kajfez, Anika B. Anthony, Howard L. Greene & Paul E. Post. (2017) Self-efficacy of teaching engineering: Does TEK8 help or hinder?. Self-efficacy of teaching engineering: Does TEK8 help or hinder?.

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