TEACHER-EDUCATION FOR EFFECTIVE SCIENCE INSTRUCTION - A SOCIAL COGNITIVE PERSPECTIVE

被引：37

作者：

CZERNIAK, C ^{[1
]}

CHIARELOTT, L ^{[1
]}

机构：

[1] BOWLING GREEN STATE UNIV,DEPT EDUC CURRICULUM & INSTRUCT,BOWLING GREEN,OH 43403

来源：

JOURNAL OF TEACHER EDUCATION | 1990年 / 41卷 / 01期

关键词：

D O I：

10.1177/002248719004100107

中图分类号：

G40 [教育学];

学科分类号：

040101 ; 120403 ;

摘要：

Science education suffers from teachers’ inadequate preparation and negative attitudes. Social cognitive theory offers teacher educators a model for understanding the reasons for inadequate science instruction and for developing teacher education practices that can overcome the obstacles to effective science instruction. Research showing the relationship between teachers’ self-efficacy, anxiety, and teaching effectiveness is reviewed. Teacher education strategies that increase self-efficacy, lower anxiety, and increase teacher effectiveness are described, and problems in science education in need of further study are discussed. © 1990, Sage Publications. All rights reserved.

引用

页码：49 / 58

页数：10

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