Unveiling the Teachers’ Perceived Self-efficacy to Practice Integrated STrEaM Teaching
Author:
Funder
Ministry of Education
Publisher
Springer Science and Business Media LLC
Subject
Education
Link
https://link.springer.com/content/pdf/10.1007/s40299-022-00655-4.pdf
Reference53 articles.
1. Bandura, A. (1977). Self-efficacy: Toward a unifying theory of behavioral change. Psychological Review, 84(2), 191–215. https://doi.org/10.1037/0033-295X.84.2.191
2. Burnard, P., Dragovic, T., Jasilek, S., Biddulph, J., Rolls, L., Durning, A., & Fenyvesi, K. (2018). The art of co-creating arts-based possibility spaces for fostering STEAM practices in primary education. Arts-Based Methods in Education around the WorLd. https://doi.org/10.17863/CAM.21144
3. Capraro, R., Capraro, M., & Morgan, J. (2013). STEM project-based learning: An integrated science, technology, engineering, and mathematics (STEM) approach. Sense Publishers. https://doi.org/10.1007/978-94-6209-143-6
4. Cervetti, G. N., Barber, J., Dorph, R., Pearson, P. D., & Goldschmidt, P. G. (2012). The impact of an integrated approach to science and literacy in elementary school classrooms. Journal of Research in Science Teaching, 49(5), 631–658. https://doi.org/10.1002/tea.21015
5. Chacón, C. T. (2005). Teachers’ perceived efficacy among English as a foreign language teachers in middle schools in Venezuela. Teaching and Teacher Education, 21(3), 257–272. https://doi.org/10.1016/j.tate.2005.01.001
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