Teaching self-efficacy of science teachers

Ron Blonder; Naama Benny; M. Gail Jones

doi:10.1007/978-94-6209-557-1_1

Teaching self-efficacy of science teachers

Ron Blonder, Naama Benny, M. Gail Jones

Department of Science Teaching

Weizmann Institute of Science

Research output: Chapter in Book/Report/Conference proceeding › Chapter

Abstract

Whether one examines teachers' effectiveness from the perspective of a legislator, parent, principal, or student, the main goal is to prepare teachers who have a strong knowledge base related to science, knowledge of effective teaching strategies, the ability to teach, and a desire to make a difference in the lives of their students. The underlying construct that influences each of these factors is teachers' self-efficacy.

Original language	English
Title of host publication	The Role of Science Teachers' Beliefs in International Classrooms
Subtitle of host publication	From Teacher Actions to Student Learning
Editors	Robert Evans, Julie Luft, Charlene Czerniak, Celestine Pea
Pages	3-15
Number of pages	13
ISBN (Electronic)	9789462095571
DOIs	https://doi.org/10.1007/978-94-6209-557-1_1
State	Published - 1 Nov 2014

All Science Journal Classification (ASJC) codes

General Social Sciences

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10.1007/978-94-6209-557-1_1

Cite this

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Teaching self-efficacy of science teachers

Abstract

All Science Journal Classification (ASJC) codes

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