Teaching concerns, self-efficacy beliefs and constructivist learning environment of pre-service science teachers: a modelling study

BOZ Y., Cetin-Dindar A.

EUROPEAN JOURNAL OF TEACHER EDUCATION, 2021 (SSCI) identifier identifier

  • Publication Type: Article / Article
  • Volume:
  • Publication Date: 2021
  • Doi Number: 10.1080/02619768.2021.1919079
  • Journal Name: EUROPEAN JOURNAL OF TEACHER EDUCATION
  • Journal Indexes: Social Sciences Citation Index (SSCI), Scopus, Academic Search Premier, IBZ Online, EBSCO Education Source, Education Abstracts, Educational research abstracts (ERA), ERIC (Education Resources Information Center)
  • Middle East Technical University Affiliated: Yes

Abstract

The purpose of the study was to reveal the relationships among teaching concerns, their sense of efficacy and their preferences of a classroom environment of pre-service science teachers. Data were gathered from 623 pre-service science teachers. Based on the structural equation modelling results, the pre-service science teachers' sense of self-efficacy was negatively associated with their concerns. In addition, the pre-service science teachers' sense of efficacy was positively associated with the constructivist learning environment. Moreover, pre-service science teachers' concerns were positively related to their constructivist learning environment. The findings shed light on pre-service teacher and teacher education experiences and outcomes.