Science Teaching Efficacy Beliefs
Science Teaching Efficacy Beliefs
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科学教学效能信念
DOI：
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发表时间：
2012
期刊：
影响因子：
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通讯作者：
A. W. Hoy
中科院分区：
文献类型：
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作者：
J. Çakıroğlu;Yesim Çapa;A. W. Hoy
教师自我效能被认为是解释学生和教师行为的最有力的结构之一，包括他们为自己设定的目标，面对困难时的坚持，以及他们投入的努力。在过去的三十年中，出现了许多关于这一结构的意义、测量和相关关系的教育研究，以及在科学教学效率等不同领域的应用。本章主要探讨科学教学效能信念。首先，我们介绍了自我效能感的历史背景，包括自我效能感信念的起源、定义和特点。接下来，我们关注教师的效能感，强调概念框架和关键的测量问题。然后对科学教学效能的研究进行综述，总结主要研究成果。最后，我们对未来的研究提出建议。
Teacher self-efficacy is considered one of the most powerful constructs in explaining both student and teacher behaviors, including the goals they set for themselves, their persistence in the face of difficulties, and the effort they invest. For over the past three decades, a number of educational studies have emerged about meaning, measurement, and correlates of this construct, as well as application in different domains like science teaching efficacy. This chapter focuses on science teaching efficacy beliefs. First, we present the historical background of self-efficacy including origins, definition, and distinctive features of self-efficacy beliefs. Next, we focus on teachers’ sense of efficacy, highlighting the conceptual framework and critical measurement issues. We then review research on science teaching efficacy by summarizing major findings. We conclude our chapter by offering recommendations for future research.