Using Self-Efficacy as a Construct for Evaluating Science and Mathematics Methods Courses
Using Self-Efficacy as a Construct for Evaluating Science and Mathematics Methods Courses
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使用自我效能感作为评估科学和数学方法课程的构建
DOI：
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发表时间：
2007
期刊：
影响因子：
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通讯作者：
J. Wilkins
中科院分区：
文献类型：
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作者：
Brenda R. Brand;J. Wilkins
本研究的重点是小学职前教师参与小学科学和数学方法课程对其发展为有效的科学和数学教师的影响。根据Bandura（1994）提出的4种效能来源：掌握体验、替代体验、社会说服和减压，分析职前教师对自身教学能力感知的影响因素报告。这项调查使研究人员能够根据这些资源对课程进行评估。分析发现，4种来源均影响职前教师的教学自我效能感信念，其中掌握经验影响最大。在对掌控体验的讨论中，也提到了效能的其他来源，这表明掌控体验和其他来源之间存在相互关系。
The focus of this study was elementary preservice teachers’ development as effective teachers of science and mathematics as influenced by their participation in elementary science and mathematics methods courses. Preservice teachers’ reports of factors that influenced their perception of their teaching abilities were analyzed according to Bandura’s (1994) 4 sources of efficacy: mastery experiences, vicarious experiences, social persuasion, and stress reduction. This investigation allowed the researchers to evaluate the courses based on these sources. The analysis indicated all 4 sources influenced preservice teachers’ teaching self-efficacy beliefs, with mastery experiences considered the most influential. Embedded within discussions of mastery experiences were references to the other sources of efficacy, which suggest an interrelationship between mastery experiences and the other sources.