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Teaching efficacy: exploring relationships between mathematics and science self-efficacy beliefs, PCK and domain knowledge among preservice teachers from the United States

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This mixed-methods study investigated the relationships among preservice teachers’ efficacy beliefs, pedagogical content knowledge (PCK) and their domain knowledge (DK) as related to mathematics and science teaching. Quantitative results revealed that participants’ PCK was significantly correlated with their mathematics and science efficacy beliefs. Additionally, participants’ mathematics and science DK did not predict their mathematics and science personal efficacy beliefs, however, their PCK score predicted participants’ outcome expectancies. Interview analysis revealed five inter-related key themes, labeled as: Previous academic experiences, Mathematics and science PCK beliefs, Personal efficacy, Outcome expectancies and Emotions. These common themes describe participants’ views of their quality teacher training and thinking about planned instruction. Educational implications are discussed in relationship with study findings.
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Keywords: STEM education; preservice teachers; teaching beliefs; teaching knowledge

Document Type: Research Article

Affiliations: 1: Teacher Education and Learning Sciences Department, North Carolina State University, 602 L Poe Hall, Campus Box 7801, Raleigh, NC, 27695-7801, USA 2: Mielke Family Department of Education, Lawrence University, Briggs Hall 118, Appleton, WI, 54911, USA 3: Teacher Education and Learning Sciences Department, North Carolina State University, 317 F Poe Hall, Campus Box 7801, Raleigh, NC, 27695-7801, USA 4: Mathematics, Science, and Instructional Technology Education Department, East Carolina University, Flanagan 352, Campus Box 566, Greenville, NC, 27858, USA

Publication date: January 1, 2017

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