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dc.contributor.authorPetersen, Jacinta Elise
dc.contributor.supervisorProf. David Treagusten_US
dc.date.accessioned2018-08-01T07:40:33Z
dc.date.available2018-08-01T07:40:33Z
dc.date.issued2018
dc.identifier.urihttp://hdl.handle.net/20.500.11937/69368
dc.description.abstract

This longitudinal study used a mixed methods design to investigate how, why and to what extent science teaching efficacy beliefs changed over time from preservice teacher education to first year teaching. Analysis of surveys and in-depth interviews showed that efficacy beliefs improved after science methods units and were sustained into the first year of teaching, despite varying experiences. Several key aspects have been identified that influence these efficacy beliefs at different stages of career development.

en_US
dc.publisherCurtin Universityen_US
dc.titleA Longitudinal Study of Preservice Teachers and their Efficacy Beliefs about Teaching and Learning Scienceen_US
dc.typeThesisen_US
dcterms.educationLevelPhDen_US
curtin.departmentSchool of Educationen_US
curtin.accessStatusOpen accessen_US
curtin.facultyHumanitiesen_US


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