Preparing Science Undergraduates for a Teaching Career: Sources of Their Teacher Self-Efficacy

Els Cornelia Maria van Rooij, Marjon Fokkens-Bruinsma, Martin Goedhart

OnderzoeksoutputAcademicpeer review

7 Citaten (Scopus)
201 Downloads (Pure)

Samenvatting

One of the causes of the science teacher shortage is the low enrollment in science teacher education. In the Netherlands, science undergraduates can enroll in a half-year teaching course that leads to a teacher qualification for junior secondary education. The goal is that these undergraduates continue in teacher education to obtain a full qualification. The present study investigated how self-efficacy was related to continuing in teacher education, and to commitment, perceived workload, and stress. Moreover, we investigated how mastery experiences, vicarious experiences, social persuasions, and emotional states influenced self-efficacy. Findings based on 69 science undergraduates showed that self-efficacy was positively related to commitment and negatively to workload and stress, but unrelated to continuing in teacher education. Mastery experiences and positive emotional states explained variance in self-efficacy. We call for more research that investigates all sources of self-efficacy and for more attention to preservice teachers’ emotional states in research and practice.
Originele taal-2English
Pagina's (van-tot)270-294
Aantal pagina's25
TijdschriftThe Teacher Educator
Volume54
Nummer van het tijdschrift3
DOI's
StatusPublished - 18-jun-2019

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