Sources of efficacy information in an inservice program for elementary teachers
Sources of efficacy information in an inservice program for elementary teachers
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小学教师在职计划中的效能信息来源
DOI：
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发表时间：
2011
期刊：
影响因子：
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通讯作者：
David H. Palmer
中科院分区：
文献类型：
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作者：
David H. Palmer
教师自我效能感低是制约小学科学教学的重要因素。本研究旨在探讨特定效能资讯来源对提升国小教师科学教学自我效能之成效。12名教师参加了旨在为他们提供认知掌握，主动掌握，建模和口头说服的干预。在干预前、干预期间、干预后立即和干预后2年收集数据。结果表明，自我效能感的增加主要是由于认知掌握（即，在理解如何教授科学方面的感知成功）和现场反馈（即，在观察老师教他/她自己的班级后给予口头说服）。© 2011 Wiley Periodicals，Inc. Sci Ed95：577-600，2011
Low teacher self-efficacy is an important factor constraining the teaching of science at the elementary level. This study was designed to investigate the effectiveness of particular sources of efficacy information for enhancing the science teaching self-efficacy of practicing elementary teachers. Twelve teachers participated in an intervention that was designed to provide them with cognitive mastery, enactive mastery, modeling, and verbal persuasion. Data were collected prior to, during, immediately after, and 2 years after the intervention. The results showed that increases in self-efficacy were mainly due to cognitive mastery (i.e., perceived success in understanding how to teach science) and in situ feedback (i.e., verbal persuasion given after observation of the teacher teaching his/her own class). © 2011 Wiley Periodicals, Inc. Sci Ed95:577–600, 2011