Early Childhood Educators’ Self-Efficacy in Science, Math, and Literacy Instruction and Science Practice in the Classroom
| Autor: | Laurie A. Van Egeren, Steven J. Pierce, KyungSook Lee, Hope K. Gerde |
|---|---|
| Rok vydání: | 2017 |
| Předmět: |
Early childhood education
Self-efficacy Content area media_common.quotation_subject 05 social sciences 050301 education Science education Literacy Teacher education Education Head start ComputingMilieux_COMPUTERSANDEDUCATION Developmental and Educational Psychology Mathematics education 0501 psychology and cognitive sciences Early childhood Psychology 0503 education 050104 developmental & child psychology media_common |
| Zdroj: | Early Education and Development. 29:70-90 |
| ISSN: | 1556-6935 1040-9289 |
| Popis: | Research Findings: Quality early science education is important for addressing the low science achievement, compared to international peers, of elementary students in the United States. Teachers’ beliefs about their skills in a content area, that is, their content self-efficacy is important because it has implications for teaching practice and child outcomes. However, little is known about how teachers’ self-efficacy for literacy, math and science compare and how domain-specific self-efficacy relates to teachers’ practice in the area of science. Analysis of survey and observation data from 67 Head Start classrooms across eight programs indicated that domain-specific self-efficacy was highest for literacy, significantly lower for science, and lowest for math. Classrooms varied, but in general, engaged in literacy far more than science, contained a modest amount of science materials, and their instructional support of science was low. Importantly, self-efficacy for science, but not literacy or math,... |
| Databáze: | OpenAIRE |
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