Affiliation:
1. The University of Toledo
2. Bowling Green State University
Abstract
Science education suffers from teachers' inadequate preparation and negative attitudes. Social cognitive theory offers teacher educators a model for understanding the reasons for inadequate science instruction and for developing teacher education practices that can overcome the obstacles to effective science instruction. Research showing the relationship between teachers' self-efficacy, anxiety, and teaching effectiveness is reviewed. Teacher education strategies that increase self-efficacy, lower anxiety, and increase teacher effectiveness are described, and problems in science education in need of further study are discussed.
Reference64 articles.
1. Bandura, A. (1981). Self-referent thought: A developmental analysis of self-efficacy. In J. H. Flavell & L. Ross (Eds.), Social cognitive development : Frontiers and possible futures (pp. 200-239). New York: Cambridge University Press.
2. Self-efficacy mechanism in human agency.
Cited by
53 articles.
订阅此论文施引文献
订阅此论文施引文献，注册后可以免费订阅5篇论文的施引文献，订阅后可以查看论文全部施引文献