Citations (76)
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Antonio García-Carmona, Granada Muñoz-Franco, Ana M. Criado & Marta Cruz-Guzmán. (2024) Validation of an instrument for assessing basic science process skills in initial elementary teacher education. International Journal of Science Education 46:4, pages 362-381.
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Deepika Menon, Jeanna R Wieselmann, Sarah Haines & Sumreen Asim. (2024) A Meta-Synthesis of the Literature on Science & Engineering Teaching Self-Efficacy: Current Gaps and Future Research Directions. Journal of Science Teacher Education 0:0, pages 1-24.
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Ravinder Koul, Kusalin Musikul, Saori Nishikawa & Hala Almutawa. (2024) Mentoring in the Development of Science Teaching Self-Efficacy Among Primary School Teachers in Thailand: A Mixed Methods Study. Journal of Science Teacher Education 35:1, pages 44-62.
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Christa Haverly & Elizabeth A. Davis. (2024) Unpacking readiness for elementary science teaching: what preservice teachers bring and how that can be shaped through teacher education. Studies in Science Education 60:1, pages 75-119.
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Allison Antink-Meyer, Melisa Brown & Alex Wolfe. (2023) The Scientific Curiosity of Preservice Elementary Teachers and Confidence for Teaching Specific Science Topics. Journal of Science Teacher Education 34:8, pages 883-902.
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Sedat Uçar, İnanç Eti, Tuba Demircioğlu & Yaşare Aktaş Arnas. (2023) Picturing pre-service and in-service teachers’ views about scientists and science teaching. International Journal of Early Years Education 31:3, pages 773-789.
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Sokhom Chan, Sorakrich Maneewan & Ravinder Koul. (2023) An examination of the relationship between the perceived instructional behaviours of teacher educators and pre-service teachers’ learning motivation and teaching self-efficacy. Educational Review 75:2, pages 264-286.
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Stephen C. Scogin, Montserrat Dorantes, Abby Couwenhoven, Josie Vander Kolk, Abbey Schuen, Cara Grimmer, Melissa Porchik, Cameryn Veine, Sara Plohetski & Shelby Bowers. (2023) The Relationship Between Pre-Service Teachers’ Ideologies and Learner-Centered Approaches in STEM Classrooms. Journal of Science Teacher Education 34:2, pages 181-200.
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Arif Rachmatullah & Eric N. Wiebe. (2023) Changes and Sources of Changes of Middle School Teachers’ Self-efficacy for Teaching Science in A Computationally Rich Environment: A Mixed-Methods Study. Journal of Science Teacher Education 34:2, pages 132-156.
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Angela Eckhoff. (2023) Engineering to understand: reflections on a learning and teaching partnership for preservice early grades teachers and preschoolers. Journal of Early Childhood Teacher Education 44:1, pages 118-142.
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Johannes Sæleset & Patricia Friedrichsen. (2022) A Case Study of Specialized Science Courses in Teacher Education and Their Impact on Classroom Teaching. Journal of Science Teacher Education 33:6, pages 641-663.
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Magne Olufsen, Solveig Karlsen, Johannes Sæleset & Steinar Thorvaldsen. (2022) The impact of specialised content courses on student teaching in a Norwegian teacher education programme. Education Inquiry 13:3, pages 269-286.
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Dekant Kıran. (2022) Examining the efficacy change of preservice science teachers: does an inquiry-based laboratory instruction make a difference? A mixed method study. International Journal of Science Education 44:9, pages 1527-1548.
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Margareta M. Thomson, Erin Huggins, Sarah J. Carrier & DeLeon Gray. (2022) Developmental trajectories for novice teachers: teaching efficacy, instructional beliefs, and domain knowledge. International Journal of Science Education 44:8, pages 1277-1298.
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Yimeng Liu & Jian Wang. (2022) The mediating–moderating model of inquiry-based learning and science self-efficacy: evidence from PISA 2015. International Journal of Science Education 44:7, pages 1096-1119.
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Mamta Singh. (2022) E-6 Preservice Teachers and Elementary Science Teaching: Assessing Confidence and Content Knowledge. Journal of College Science Teaching 51:3, pages 51-58.
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Deepika Menon & Saiqa Azam. (2021) Preservice Elementary Teachers’ Identity Development in Learning to Teach Science: A Multi-site Case Study. Journal of Science Teacher Education 32:5, pages 558-577.
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Jerrid Kruse, Joleen Henning, Jesse Wilcox, Katherine Carmen, Neal Patel & Colin Seebach. (2021) Investigating the Correlation Between Preservice Elementary Teachers’ Self-Efficacy and Science Teaching Practices. Journal of Science Teacher Education 32:4, pages 469-479.
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Nagwan R. Zahry & John C. Besley. (2021) University attendance as science communication. International Journal of Science Education, Part B 11:2, pages 155-173.
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Brent Gilles & Gayle Buck. (2020) Preservice Teachers’ use of Discourse to Shape the Construction of Scientific Arguments. Journal of Science Teacher Education 31:3, pages 291-310.
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Mina Min, Valarie Akerson & Fetiye Aydeniz. (2020) Exploring Preservice Teachers’ Beliefs about Effective Science Teaching through Their Collaborative Oral Reflections. Journal of Science Teacher Education 31:3, pages 245-263.
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James Deehan, David H. McKinnon & Lena Danaia. (2019) A Long-Term Investigation of the Science Teaching Efficacy Beliefs of Multiple Cohorts of Preservice Elementary Teachers. Journal of Science Teacher Education 30:8, pages 923-945.
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Elsun Seung, Soonhye Park & Myung-Ah Lee. (2019) The Impact of a Summer Camp-Based Science Methods Course on Preservice Teachers’ Self-Efficacy in Teaching Science as Inquiry. Journal of Science Teacher Education 30:8, pages 872-889.
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Emily J.S. Kang, Mary Jean McCarthy & Corinne Donovan. (2019) Elementary Teachers’ Enactment of the NGSS Science and Engineering Practices. Journal of Science Teacher Education 30:7, pages 788-814.
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Maureen Reilly Lorimer. (2019) Holding Us Accountable: Arts Education in California Multiple Subject Credential Programs. Studies in Art Education 60:1, pages 22-49.
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Christina M. Norris, Julia E. Morris & Geoffrey W. Lummis. (2018) Preservice teachers’ self-efficacy to teach primary science based on ‘science learner’ typology. International Journal of Science Education 40:18, pages 2292-2308.
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Julianne A. Wenner & Julie Kittleson. (2018) Focused Video Reflections in Concert With Practice-Based Structures to Support Elementary Teacher Candidates in Learning to Teach Science. Journal of Science Teacher Education 29:8, pages 741-759.
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Melanie Kinskey. (2018) Using action research to improve science teaching self-efficacy. International Journal of Science Education 40:15, pages 1795-1811.
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Isha DeCoito & Philip Myszkal. (2018) Connecting Science Instruction and Teachers’ Self-Efficacy and Beliefs in STEM Education. Journal of Science Teacher Education 29:6, pages 485-503.
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Danielle J. Ford. (2018) Preservice teachers' conceptions of Earth and environmental topics appropriate for K–5 learners. Journal of Geoscience Education 66:2, pages 121-130.
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James Deehan, Lena Danaia & David H. McKinnon. (2017) A longitudinal investigation of the science teaching efficacy beliefs and science experiences of a cohort of preservice elementary teachers. International Journal of Science Education 39:18, pages 2548-2573.
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Cinzia Cervato & Charles Kerton. (2017) Improving the Science Teaching Self-Efficacy of Preservice Elementary Teachers: A Multiyear Study of a Hybrid Geoscience Course. Journal of College Science Teaching 47:2, pages 83-91.
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Franklin S. Allaire, J. Patrick King & Anne C. Frenzel. Measuring Science-Teaching Affect: First Results on the Science Teaching Emotions Scales (Sci-TES). Journal of Science Teacher Education 0:0, pages 1-15.
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Articles from other publishers (43)
Misfer AlSalouli, Mohammed AlGhamdi, Fahad AlShaya, Abdu AlMufti, Bakeel Aldarwani & Stefano Pagliarani. (2024) The impact of science teaching strategies in the Arabic-speaking countries: A multilevel analysis of TIMSS 2019 data. Heliyon 10:5, pages e27062.
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Melanie Kinskey & Mark Newton. (2024) Teacher candidates’ views of future SSI instruction: a multiple case study. Disciplinary and Interdisciplinary Science Education Research 6:1.
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Khut Sokha. (2024) Examine the Impact of Contextual, Personal, and Behavioral Factors on High School Teachers’ Engagement in Teaching Science Using an Integrated STEM Approach. International Journal of Science and Mathematics Education.
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Ryan S. Nixon & Leigh K. Smith. (2023) Elementary teachers' self‐regulated learning of science subject matter through teaching experience. School Science and Mathematics 124:1, pages 6-17.
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Katherine E. Castellano & Jamie N. Mikeska. (2023) Developing and using a scalable assessment to measure preservice elementary teachers' content knowledge for teaching about matter. Journal of Research in Science Teaching.
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Elif BULDU. (2023) Changes in Pre-service ECE Teachers’ Self-Confidence in Science Teaching Through Teaching Practice CourseOkul Öncesi Öğretmen Adaylarının Öğretmenlik Uygulaması Yoluyla Fen Öğretimine Yönelik Özgüvenlerindeki Değişim. Ankara Universitesi Egitim Bilimleri Fakultesi Dergisi.
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Kevin von Knebel, Sascha Schroeder & Susanne Bögeholz. (2023) Factors influencing self-efficacy beliefs of interdisciplinary science teaching – the role of teaching experience, science subjects studied, and desire to teach interdisciplinary science. Frontiers in Education 8.
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Sog Yee Mok, Daniela Rupp & Doris Holzberger. (2023) What kind of individual support activities in interventions foster pre-service and beginning teachers’ self-efficacy? A meta-analysis. Educational Research Review 40, pages 100552.
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Lan Ding & Zhanzhan Hong. (2023) On the Relationship Between Pre-service Teachers’ Sense of Self-efficacy and Emotions in the Integration of Technology in Their Teacher Developmental Programs. The Asia-Pacific Education Researcher.
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Miracle Moonga, Rebekah Hammack & Ibrahim H. Yeter. (2023) Board 167: Exploring Elementary Pre-service Teachers’ Personal Engineering Efficacy and Engineering Teaching Efficacy in a Science Methods Course Incorporating Engineering Design Activities (Work in Progress). Board 167: Exploring Elementary Pre-service Teachers’ Personal Engineering Efficacy and Engineering Teaching Efficacy in a Science Methods Course Incorporating Engineering Design Activities (Work in Progress).
Christopher Sean Long, Pamela Harrell, Karthigeyan Subramaniam, Elizabeth Pope & Ruthanne Thompson. (2022) Strengthening Elementary Preservice Teachers’ Physical Science Content Knowledge: a 3-Year Study. Research in Science Education 53:3, pages 613-632.
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Jeff Elhai. (2023) Science Literacy: a More Fundamental Meaning. Journal of Microbiology & Biology Education 24:1.
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Muhammad Ikhlas & Elmer D. Dela Rosa. (2023) Profile and predictors of high school teachers' attitude and self-efficacy in utilizing ICT: an investigation from Indonesia. SN Social Sciences 3:4.
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Cody R. Smith, Deepika Menon, Annette Wierzbicki & Jenny M. Dauer. (2023) Exploring STEM Teaching Assistants’ Self-Efficacy and Its Relation to Approaches to Teaching. CBE—Life Sciences Education 22:1.
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Tyler S. Love, Mary Napoli & Doris Lee. (2023) Examining pre‐service elementary educators' perceptions of teaching science when integrated with poetry. School Science and Mathematics 123:2, pages 42-53.
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Jeremy Unruh, Michelle Giles & Jana Willis. 2023. Theoretical and Practical Teaching Strategies for K-12 Science Education in the Digital Age. Theoretical and Practical Teaching Strategies for K-12 Science Education in the Digital Age
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Jamie N. Mikeska, Heather Howell & Devon Kinsey. (2022) Examining the usability and viability of using a simulated classroom environment to prepare preservice science teachers during and after the COVID-19 pandemic. Disciplinary and Interdisciplinary Science Education Research 4:1.
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Hernández- Barco Míriam Andrea, Sánchez-Martín Jesús, Corbacho-Cuello Isaac & Cañada-Cañada Florentina. (2022) Is sustainability an exhausted concept? Bridging the gap from environmental awareness to emotional proficiency in science education through integral sustainability. Heliyon 8:12, pages e12546.
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Nilay Ozturk & Ozgul Yilmaz-Tuzun. (2022) Knowledge and Risk–Benefit Perception as Predictors of Preservice Science Teachers’ Self-Efficacy Beliefs for Socioscientific Issues–Based Instruction. Canadian Journal of Science, Mathematics and Technology Education 22:4, pages 915-930.
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Melanie Kinskey & Brendan E. Callahan. (2021) The Influences of Socioscientific Issues on General Science Teaching Self-Efficacy. Research in Science Education 52:5, pages 1451-1465.
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Jorge Victor Sales, Noreen Uchi & Ruby Solsona. (2022) Validating the Filipino teacher’s sense of efficacy scale using exploratory factor analysis. International Journal of Research Studies in Education 11:11.
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Talat AYDIN, İkbal Tuba ŞAHİN SAK & Zihni MEREY. (2022) The Investigation of Social Studies Teachers' Level of Job Burnout and Their Self-Efficacy Belief. Bayburt Eğitim Fakültesi Dergisi.
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Leigh K. Smith, Ryan S. Nixon, Richard R. Sudweeks & Ross A. Larsen. (2022) Elementary teacher characteristics, experiences, and science subject matter knowledge: Understanding the relationships through structural equation modeling. Teaching and Teacher Education 113, pages 103661.
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Marianela Navarro, Annjeanette Martin & María P. Gómez-Arízaga. (2022) Profiles of Pre-Service Primary Teachers: Attitudes, Self-Efficacy, and Gender Stereotypes in Teaching Science and Mathematics. Eurasia Journal of Mathematics, Science and Technology Education 18:1, pages em2062.
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Pedro Membiela, Manuel Vidal, Sandra Fragueiro, María Lorenzo, Isabel García‐Rodeja, Virginia Aznar, Anxela Bugallo & Antonio González. (2021) Motivation for science learning as an antecedent of emotions and engagement in preservice elementary teachers. Science Education 106:1, pages 119-141.
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Nazlı Gökben ATILBOZ. (2021) Enhancing Preservice Teachers’ Understanding of Circulation System Concepts, Attitude and MotivationÖğretmen Adaylarının Dolaşım Sistemi Kavramlarını Anlamaları, Tutum ve Motivasyon. Uluslararası Eğitim Araştırmacıları Dergisi 4:2, pages 169-184.
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Ezgi Yesilyurt, Hasan Deniz & Erdogan Kaya. (2021) Exploring sources of engineering teaching self-efficacy for pre-service elementary teachers. International Journal of STEM Education 8:1.
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Deepika Menon & Saiqa Azam. (2020) Investigating Preservice Teachers’ Science Teaching Self-Efficacy: an Analysis of Reflective Practices. International Journal of Science and Mathematics Education 19:8, pages 1587-1607.
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Melanie Marita Beudels, Karsten Damerau & Angelika Preisfeld. (2021) Effects of an Interdisciplinary Course on Pre-Service Primary Teachers’ Content Knowledge and Academic Self-Concepts in Science and Technology–A Quantitative Longitudinal Study. Education Sciences 11:11, pages 744.
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Eileen V. Slater, Christina Maria Norris & Julia E. Morris. (2021) The validity of the science teacher efficacy belief instrument (STEBI-B) for postgraduate, pre-service, primary teachers. Heliyon 7:9, pages e07882.
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Katia Ciampa & Tiffany Gallagher. (2021) The development and validation of the Teachers' Self‐Efficacy Beliefs for Literacy Instruction in the 21st Century (TBLI21c) scale: a pilot study. Journal of Research in Reading 44:3, pages 654-674.
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Rabiya KIRAN & Eylem YILDIZ FEYZİOĞLU. (2021) Development of Self-Efficacy for Argumentation Scale. Kuramsal Eğitimbilim 14:3, pages 449-475.
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Neşe KUTLU ABU. (2021) The Reflections of Differentiated Science Education For Gifted Students on Prospective Classroom Teachers. Participatory Educational Research 8:2, pages 280-307.
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Özge CAN ARAN, Bilge GÖK & Mahmut AYAZ. (2020) Sınıf Öğretmenlerinin ve Sınıf Öğretmeni Adaylarının Fen Öğretimi Öz yeterliliklerinin İncelenmesi. Yuzunci Yil Universitesi Egitim Fakultesi Dergisi 17:1, pages 1304-1337.
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Deborah Pino-Pasternak & Simone Volet. (2020) Starting and staying strong: pre-service primary teachers’ attitudinal profiles towards science learning and their outcomes in an introductory science unit. The Australian Educational Researcher 47:3, pages 385-408.
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Adam Ali Al Sultan. (2020) Investigating Preservice Elementary Teachers’ Subject-Specific Self-Efficacy in Teaching Science. EURASIA Journal of Mathematics, Science and Technology Education 16:5.
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Nani Teig, Ronny Scherer & Trude Nilsen. (2019) I Know I Can, but Do I Have the Time? The Role of Teachers’ Self-Efficacy and Perceived Time Constraints in Implementing Cognitive-Activation Strategies in Science. Frontiers in Psychology 10.
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Yong-seob Lee & Soon-shik Kim. (2016) The Effects of Team Teaching on Science Learning of Pre-Service Teachers on Science Teaching Efficacy Beliefs and Scientific Knowledge. Journal of the Korean society of earth science education 9:3, pages 341-351.
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