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Year 2019, , 1 - 14, 01.05.2019
https://doi.org/10.17220/ijpes.2019.02.001

Abstract

References

  • Adigözel, S. (2012): Sınıf Öğretmenlerinin Fen Ve Teknoloji Öğretimine Yönelik Pedagojik Hoşnutsuzluk Düzeylerinin Çeşitli Değişkenler Açısından Değerlendirilmesi. Bülent Ecevit Üniversitesi, Sosyal Bilimler Enstitüsü, Zonguldak.
  • American Association for the Advancement of Science Project 2061. (1993). Benchmark for science literacy. Washington: Oxford University Pres.
  • Amy Feiker Hollenbeck & Mindy Kalchman (2013). Professional development for conceptual change: extending the paradigm to teaching reading comprehension in US schools, Professional Development in Education, 39(5), 638-655. doi:10.1080/19415257.2012.728535
  • Bandura, A. (1997). Self-efficacy: The exercise of control. New York: W. H. Freeman.
  • Bandura, A. (2000). Exercise of human agency through collective efficacy. Current Directions in Psychological Science, 9, 75-78. doi:10.1111/1467-8721.00064
  • Bardak, Ş., & Karamustafaoğlu, O. (2016). Investigation about using strategies, methods and techniques of science teachers based on pedagogical content knowledge. Amasya Education Journal, 5(2), 567-605.
  • Berkovich, I. 2011. ‘‘No, we won’t Teachers’ Resistance to Educational Reform.’’ Journal of Educational Administration, 49(5), 563-578. doi:10.1108/09578231111159548
  • Bruce, C. D., & Ross, J. A. (2008). A model for increasing reform implementation and teacher efficacy: teacher peer coaching in grade 3 and 6 mathematics. Canadian Journal of Education, 31(2), 346-370.
  • Caprara, G. V., Barbaranelli, C., Steca, P., & Malone, P. S. (2006). Teachers’ self-efficacy beliefs as determinants of job satisfaction and students’ academic achievement: A study at the school level. Journal of School Psychology, 44, 473-490. doi:10.1016/j.jsp.2006.09.001
  • Czerniak,C.M. (1990). A Study of Self-Efficacy, Anxiety, and Science Knowledge in Preservice Elemantary Teachers. Paper presented at the National Association for Research in Science Teaching, Atlanta, GA.
  • Demirkan, Ö., & Saraçoğlu G. (2016). Anadolu lisesi öğretmenlerinin derslerde kullandıkları öğretim yöntem ve tekniklerine ilişkin görüşleri. The Journal of International Lingual, Social and Educational Sciences, 2(1), 1-11.
  • Donnell, L. A., & Gettinger, M. (2015). Elementary school teachers' acceptability of school reform: Contribution of belief congruence, self-efficacy, and professional development. Teaching and Teacher Education, 51, 47-57. doi:10.1016/j.tate.2015.06.003
  • Durán, A., Extremera, N., Rey, L., Fernández-Berrocal, P., & Montalbán, F. M. (2006). Predicting academic burnout and engagement in educational settings: Assessing the incremental validity of perceived emotional intelligence beyond perceived stress and general self-efficacy. Psicothema, 18, 158–164
  • Erden, E. 2007. Sınıf öğretmenlerinin fen öğretimi öz yeterlilik inançlarının fen tutumları ve akademik başarıları üzerindeki etkisi. Yüksek Lisans Tezi, Ege Üniversitesi, Sosyal Bilimler Enstitüsü, İlköğretim Anabilim Dalı, İzmir.
  • Fackler, S., & Malmberg, L. E. (2016). Teachers' self-efficacy in 14 OECD countries: Teacher, student group, school doi:10.1016/j.tate.2016.03.002 effects. Teaching and Teacher Education, 56, 185-195.
  • Fogleman, J., McNeill, K., & Krajcik, J. (2011). Examining the effect of teachers’ adaptations of a middle school science inquiry-oriented curriculum unit on student learning. Journal of Research in Science Teaching, 48(2), 149-169. doi:10.1002/tea.20399
  • Gabriele, L. J., & Joram, E. (2007). Teachers’ reflections on their reform-based teaching in mathematics: Implications for the development of teacher self-efficacy. Action in Teacher Education, 29(3), 60-74. doi:10.1080/01626620.2007.10463461
  • Gess-Newsome, J., Southerland, S. A., Johnston, A., & Woodbury, S. (2003). Educational reform, personal practical theories, and dissatisfaction: The anatomy of change in college science teaching. American Educational Research Journal, 40(3), 731–767. doi:10.3102/00028312040003731
  • Gregoire, M. (2003). Is it a challenge or a threat? A dual-process model of teacher’s cognition and appraisal processes doi:10.1023/A:10234771 conceptual change. Educational Psychology Review, 15, 147–179.
  • Guskey, T.R. (1988). Teacher self-efficacy, self-concept, and attitudes toward the implementation of instructional innovation. Teaching and Teacher Education, 4(1), 63-69. 051X(88)90025-X doi:10.1016/0742
  • Hodges, C. B., Gale, J., & Meng, A. (2016). Teacher self-efficacy during the implementation of a problem- based science curriculum. Contemporary Issues in Technology & Teacher Education, 16(4), 434-451.
  • Hollenbeck, A., & Kalchman, M. (2013). Professional development for conceptual change: Extending the paradigm to teaching reading comprehension in US schools. Professional Development in Education, 39(5), 638-655. doi:10.1080/19415257.2012.728535
  • Kahveci, A., Kahveci, M., Mansour, N., & Alarfaj, M. M. (2018). Exploring science teachers’ affective states: Pedagogical discontentment, self-efficacy, intentions to reform, and their relationships. Research in Science Education, 48(6), 1359-1386. doi:10.1007/s11165-016-9606-y
  • Koksal, M.S., Southerland, S. A. (2018). What is value of reform-oriented in-service teacher development attempts on inquiry teaching for pedagogically discontented science teachers? An expectancy- value perspective, Education and Science, 43(194), 157-184. doi:10.15390/EB.2018.7203
  • Lardy, C. H., & Mason, C. L. (2011, June). Investigating reform and comparison courses: Long-term impact on elementary teachers’ self-efficacy. A paper presented at the NSEUS National Conference on Research Based Undergraduate Science Teaching: Investigating Reform in Classrooms, Bryant Conference Center, University of Alabama, Tuscaloosa, AL.
  • Luft, J. A., & Roehrig, G. H. (2007). Capturing science teachers' epistemological beliefs: The development of the teacher beliefs interview. Electronic Journal of Science Education, 11(2), 38-62.
  • Malmberg, L., Hagger, H., & Webster, S. (2014). Teachers’ situation-specific mastery experiences: Teacher, student group and lesson effects. European Journal of Psychology of Education, 29(3), 429–451. doi:10.1007/s10212-013-0206-1
  • Miller, A., Ramirez, E., & Murdock, T. (2017). The influence of teachers’ self-efficacy on perceptions: Perceived teacher competence and respect and student effort and achievement. Teaching and Teacher Education 64(2017), 260-269. doi:10.1016/j.tate.2017.02.008
  • National Commission on Excellence in Education. (NCEE). (1983). A nation at risk: The imperative for educational reform. A report to the nation and the Secretary of Education United States Department of Education by the National Commission on Excellence in Education.
  • National Research Council (2002). Scientific research in education. Committee on Scientific Principles for Education Research. R. J. Shavelson & L. Towne, Eds, Washington, DC, National Academy Press.
  • National Research Council. (2012). A framework for K-12 science education: Practices, crosscutting concepts, and core ideas. Washington, D.C: The National Academies Press. Contemporary Issues in Technology and Teacher Education, 17(4).
  • National Research Council. (NRC). (1996). National science education standards. Washington, DC: National Academy Press.
  • National Research Council. (NRC). (2000). Inquiry and the national standards in science education. Washington, DC: National Academy Press.
  • NGSS Lead States. (2013). Next Generation Science Standards: For states, by states. Washington: The National Academies Press.
  • Olitsky, S. (2015). Facilitating changes in college teaching practices: Instructional reform, identity conflict, and professional community in a K-20 partnership. Research in Science Education, 45(4), 625 – 646. doi:10.1007/s11165-014-9441-y
  • Riggs, I. M. &Enochs L. G. (1990). Toward the development of an elementary teacher’s science teaching efficacy belief instrument. Science Education, 74(69), 625-637. doi:10.1002/sce.3730740605
  • Saka, Y. (2007). Exploring the interaction of personal and contextual factors during the induction period of science teachers and how this interaction shapes their enactment of science reform. (Doctoral dissertation, Florida State University).
  • Saka, Y. (2013). Who are the science teachers that seek professional development in research experience for teachers (RET’s)? Implications for teacher professional development. Journal of Science Education and Technology, 22(6), 934–951. doi:10.1007/s10956-013-9440-1
  • Settlage, J., Southerland, S. A., Smith, L. K., & Ceglie, R. (2009). Constructing a doubt-free teaching self: selfefficacy, teacher identity, and science instruction within diverse settings. Journal of Research in Science Teaching, 46(1), 102–125. doi:10.1002/tea.20268
  • Smith, L., & Southerland, S.A. (2007). Reforming practice or modifying reforms? Elementary teachers’ response to the tools of reform. Journal of Research in Science Teaching, 43(3), 396-423. doi:10.1002/tea.20165
  • Southerland, S. A., Nadelson, L., Sowell, S., Kahveci, M., Saka, Y., & Granger, E. M. (2012). Measuring one aspect of teachers’ affective states: Development of the science teachers’ pedagogical discontentment scale. School Science & Mathematics, 112(8), 483–494. doi:10.1111/j.1949- 8594.2012.00168.x
  • Southerland, S., Sowell, S., Blanchard, M., & Granger, E. M. (2011). Exploring the construct of pedagogical discontentment: a tool to understand science teachers’ openness to reform. Research in Science Education, 41(3), 299–317. doi:10.1007/s11165-010-9166-5
  • Southerland,S.A., Sowell, S., Kahveci, M., Granger, D.E.& Gaede, O. (2006). Working to Measure the Impact of Professional Development Activities: Developing and Instrument to Quantify Pedagogical Discontentment. Paper presented at the annual meeting of the National Association for Research in Science Teaching, San Francisco,CA.
  • Sowell, S., Southerland, S., & Granger, E. (2006). Exploring the construct of teacher pedagogical discontentment: A tool to understand teachers’ openness to reform. Paper presented at the annual meeting of the American Educational Research Association, San Francisco, CA.
  • Spillane, J. (1999). External reform initiatives and teachers’ efforts to reconstruct their practice: The mediating role of teachers’ zones of enactment. Journal of Curriculum Studies, 31(2), 143-175. doi:10.1080/002202799183205
  • Sunal, D. W., Hodges, J., Sunal, C. S., Whitaker, K. W., Freeman, L. M., Edwards, L., Odell, M. (2010). Teaching science in higher education: Faculty professional development and barriers to change. School Science and Mathematics, 101(5), 246-257. doi:10.1111/j.1949-8594.2001.tb18027.x
  • Tyack, D. B., & Cuban, L. (1995). Tinkering toward utopia: A century of public school reform. Cambridge, Mass: Harvard University Press.
  • Uzal, G., Erdem, A. ve Ersoy, Y. (2016). Bir grup matematik ve fen bilimleri öğretmeninin sınıf içinde gerçekleştirdikleri öğretim etkinliklerininin incelenmesi. Buca Eğitim Fakültesi Dergisi, 40, 64-85.
  • Wheatley, K. F. (2000). Positive teacher efficacy as an obstacle to educational reform. Journal of Research and Development in Education, 34(1), 14–27.
  • Wheatley, K. F. (2002). The potential benefits of teacher efficacy doubts for educational reform. Teaching and Teacher Education, 18, 5–22. doi:10.1016/S0742-051X(01)00047-6
  • Wheatley, K. F. (2005). The case for reconceptualizing teacher efficacy research. Teaching and Teacher Education, 21, 747–766. doi:10.1016/j.tate.2005.05.009
  • Williams, D.M. (2010). Outcome expectancy and self-efficacy: Theoretical implications of an unresolved contradiction. Personality and Social Psychology Review, 14, 417–425. doi:10.1177/1088868310368802

Exploring the interaction between Science teachers’ self-efficacy beliefs and pedagogical discontentment: An attempt to understand why science education reform fails

Year 2019, , 1 - 14, 01.05.2019
https://doi.org/10.17220/ijpes.2019.02.001

Abstract

Scientific literacy is currently one of the main purposes of science education. Science education reform efforts provide rich, comprehensive and explicit messages, ideas suggestions with teachers to promote scientific literacy through student-centered and inquiry-based instructional implementations. However, systemic change that reform aims to achieve yet to come through as most of the science teachers are still using teacher-centered lecture style science teaching rather than implementing reform initiatives. The purpose of this paper is an attempt to shed light on the existing literature to understand why science teachers would not employ reform initiatives in their classrooms. Teacher self-efficacy and pedagogical discontentment are selected to be the target constructs that the interactions between them hold promises to explore teacher averseness to reform. 130 science teachers working in public middle schools located in northern Turkey were participated in this study. The findings derived from this research provided several key interactions between self-efficacy beliefs and pedagogical discontentment in terms of the participating teachers’ openness toward science education reform in Turkey. Methodological implications were also embraced.

References

  • Adigözel, S. (2012): Sınıf Öğretmenlerinin Fen Ve Teknoloji Öğretimine Yönelik Pedagojik Hoşnutsuzluk Düzeylerinin Çeşitli Değişkenler Açısından Değerlendirilmesi. Bülent Ecevit Üniversitesi, Sosyal Bilimler Enstitüsü, Zonguldak.
  • American Association for the Advancement of Science Project 2061. (1993). Benchmark for science literacy. Washington: Oxford University Pres.
  • Amy Feiker Hollenbeck & Mindy Kalchman (2013). Professional development for conceptual change: extending the paradigm to teaching reading comprehension in US schools, Professional Development in Education, 39(5), 638-655. doi:10.1080/19415257.2012.728535
  • Bandura, A. (1997). Self-efficacy: The exercise of control. New York: W. H. Freeman.
  • Bandura, A. (2000). Exercise of human agency through collective efficacy. Current Directions in Psychological Science, 9, 75-78. doi:10.1111/1467-8721.00064
  • Bardak, Ş., & Karamustafaoğlu, O. (2016). Investigation about using strategies, methods and techniques of science teachers based on pedagogical content knowledge. Amasya Education Journal, 5(2), 567-605.
  • Berkovich, I. 2011. ‘‘No, we won’t Teachers’ Resistance to Educational Reform.’’ Journal of Educational Administration, 49(5), 563-578. doi:10.1108/09578231111159548
  • Bruce, C. D., & Ross, J. A. (2008). A model for increasing reform implementation and teacher efficacy: teacher peer coaching in grade 3 and 6 mathematics. Canadian Journal of Education, 31(2), 346-370.
  • Caprara, G. V., Barbaranelli, C., Steca, P., & Malone, P. S. (2006). Teachers’ self-efficacy beliefs as determinants of job satisfaction and students’ academic achievement: A study at the school level. Journal of School Psychology, 44, 473-490. doi:10.1016/j.jsp.2006.09.001
  • Czerniak,C.M. (1990). A Study of Self-Efficacy, Anxiety, and Science Knowledge in Preservice Elemantary Teachers. Paper presented at the National Association for Research in Science Teaching, Atlanta, GA.
  • Demirkan, Ö., & Saraçoğlu G. (2016). Anadolu lisesi öğretmenlerinin derslerde kullandıkları öğretim yöntem ve tekniklerine ilişkin görüşleri. The Journal of International Lingual, Social and Educational Sciences, 2(1), 1-11.
  • Donnell, L. A., & Gettinger, M. (2015). Elementary school teachers' acceptability of school reform: Contribution of belief congruence, self-efficacy, and professional development. Teaching and Teacher Education, 51, 47-57. doi:10.1016/j.tate.2015.06.003
  • Durán, A., Extremera, N., Rey, L., Fernández-Berrocal, P., & Montalbán, F. M. (2006). Predicting academic burnout and engagement in educational settings: Assessing the incremental validity of perceived emotional intelligence beyond perceived stress and general self-efficacy. Psicothema, 18, 158–164
  • Erden, E. 2007. Sınıf öğretmenlerinin fen öğretimi öz yeterlilik inançlarının fen tutumları ve akademik başarıları üzerindeki etkisi. Yüksek Lisans Tezi, Ege Üniversitesi, Sosyal Bilimler Enstitüsü, İlköğretim Anabilim Dalı, İzmir.
  • Fackler, S., & Malmberg, L. E. (2016). Teachers' self-efficacy in 14 OECD countries: Teacher, student group, school doi:10.1016/j.tate.2016.03.002 effects. Teaching and Teacher Education, 56, 185-195.
  • Fogleman, J., McNeill, K., & Krajcik, J. (2011). Examining the effect of teachers’ adaptations of a middle school science inquiry-oriented curriculum unit on student learning. Journal of Research in Science Teaching, 48(2), 149-169. doi:10.1002/tea.20399
  • Gabriele, L. J., & Joram, E. (2007). Teachers’ reflections on their reform-based teaching in mathematics: Implications for the development of teacher self-efficacy. Action in Teacher Education, 29(3), 60-74. doi:10.1080/01626620.2007.10463461
  • Gess-Newsome, J., Southerland, S. A., Johnston, A., & Woodbury, S. (2003). Educational reform, personal practical theories, and dissatisfaction: The anatomy of change in college science teaching. American Educational Research Journal, 40(3), 731–767. doi:10.3102/00028312040003731
  • Gregoire, M. (2003). Is it a challenge or a threat? A dual-process model of teacher’s cognition and appraisal processes doi:10.1023/A:10234771 conceptual change. Educational Psychology Review, 15, 147–179.
  • Guskey, T.R. (1988). Teacher self-efficacy, self-concept, and attitudes toward the implementation of instructional innovation. Teaching and Teacher Education, 4(1), 63-69. 051X(88)90025-X doi:10.1016/0742
  • Hodges, C. B., Gale, J., & Meng, A. (2016). Teacher self-efficacy during the implementation of a problem- based science curriculum. Contemporary Issues in Technology & Teacher Education, 16(4), 434-451.
  • Hollenbeck, A., & Kalchman, M. (2013). Professional development for conceptual change: Extending the paradigm to teaching reading comprehension in US schools. Professional Development in Education, 39(5), 638-655. doi:10.1080/19415257.2012.728535
  • Kahveci, A., Kahveci, M., Mansour, N., & Alarfaj, M. M. (2018). Exploring science teachers’ affective states: Pedagogical discontentment, self-efficacy, intentions to reform, and their relationships. Research in Science Education, 48(6), 1359-1386. doi:10.1007/s11165-016-9606-y
  • Koksal, M.S., Southerland, S. A. (2018). What is value of reform-oriented in-service teacher development attempts on inquiry teaching for pedagogically discontented science teachers? An expectancy- value perspective, Education and Science, 43(194), 157-184. doi:10.15390/EB.2018.7203
  • Lardy, C. H., & Mason, C. L. (2011, June). Investigating reform and comparison courses: Long-term impact on elementary teachers’ self-efficacy. A paper presented at the NSEUS National Conference on Research Based Undergraduate Science Teaching: Investigating Reform in Classrooms, Bryant Conference Center, University of Alabama, Tuscaloosa, AL.
  • Luft, J. A., & Roehrig, G. H. (2007). Capturing science teachers' epistemological beliefs: The development of the teacher beliefs interview. Electronic Journal of Science Education, 11(2), 38-62.
  • Malmberg, L., Hagger, H., & Webster, S. (2014). Teachers’ situation-specific mastery experiences: Teacher, student group and lesson effects. European Journal of Psychology of Education, 29(3), 429–451. doi:10.1007/s10212-013-0206-1
  • Miller, A., Ramirez, E., & Murdock, T. (2017). The influence of teachers’ self-efficacy on perceptions: Perceived teacher competence and respect and student effort and achievement. Teaching and Teacher Education 64(2017), 260-269. doi:10.1016/j.tate.2017.02.008
  • National Commission on Excellence in Education. (NCEE). (1983). A nation at risk: The imperative for educational reform. A report to the nation and the Secretary of Education United States Department of Education by the National Commission on Excellence in Education.
  • National Research Council (2002). Scientific research in education. Committee on Scientific Principles for Education Research. R. J. Shavelson & L. Towne, Eds, Washington, DC, National Academy Press.
  • National Research Council. (2012). A framework for K-12 science education: Practices, crosscutting concepts, and core ideas. Washington, D.C: The National Academies Press. Contemporary Issues in Technology and Teacher Education, 17(4).
  • National Research Council. (NRC). (1996). National science education standards. Washington, DC: National Academy Press.
  • National Research Council. (NRC). (2000). Inquiry and the national standards in science education. Washington, DC: National Academy Press.
  • NGSS Lead States. (2013). Next Generation Science Standards: For states, by states. Washington: The National Academies Press.
  • Olitsky, S. (2015). Facilitating changes in college teaching practices: Instructional reform, identity conflict, and professional community in a K-20 partnership. Research in Science Education, 45(4), 625 – 646. doi:10.1007/s11165-014-9441-y
  • Riggs, I. M. &Enochs L. G. (1990). Toward the development of an elementary teacher’s science teaching efficacy belief instrument. Science Education, 74(69), 625-637. doi:10.1002/sce.3730740605
  • Saka, Y. (2007). Exploring the interaction of personal and contextual factors during the induction period of science teachers and how this interaction shapes their enactment of science reform. (Doctoral dissertation, Florida State University).
  • Saka, Y. (2013). Who are the science teachers that seek professional development in research experience for teachers (RET’s)? Implications for teacher professional development. Journal of Science Education and Technology, 22(6), 934–951. doi:10.1007/s10956-013-9440-1
  • Settlage, J., Southerland, S. A., Smith, L. K., & Ceglie, R. (2009). Constructing a doubt-free teaching self: selfefficacy, teacher identity, and science instruction within diverse settings. Journal of Research in Science Teaching, 46(1), 102–125. doi:10.1002/tea.20268
  • Smith, L., & Southerland, S.A. (2007). Reforming practice or modifying reforms? Elementary teachers’ response to the tools of reform. Journal of Research in Science Teaching, 43(3), 396-423. doi:10.1002/tea.20165
  • Southerland, S. A., Nadelson, L., Sowell, S., Kahveci, M., Saka, Y., & Granger, E. M. (2012). Measuring one aspect of teachers’ affective states: Development of the science teachers’ pedagogical discontentment scale. School Science & Mathematics, 112(8), 483–494. doi:10.1111/j.1949- 8594.2012.00168.x
  • Southerland, S., Sowell, S., Blanchard, M., & Granger, E. M. (2011). Exploring the construct of pedagogical discontentment: a tool to understand science teachers’ openness to reform. Research in Science Education, 41(3), 299–317. doi:10.1007/s11165-010-9166-5
  • Southerland,S.A., Sowell, S., Kahveci, M., Granger, D.E.& Gaede, O. (2006). Working to Measure the Impact of Professional Development Activities: Developing and Instrument to Quantify Pedagogical Discontentment. Paper presented at the annual meeting of the National Association for Research in Science Teaching, San Francisco,CA.
  • Sowell, S., Southerland, S., & Granger, E. (2006). Exploring the construct of teacher pedagogical discontentment: A tool to understand teachers’ openness to reform. Paper presented at the annual meeting of the American Educational Research Association, San Francisco, CA.
  • Spillane, J. (1999). External reform initiatives and teachers’ efforts to reconstruct their practice: The mediating role of teachers’ zones of enactment. Journal of Curriculum Studies, 31(2), 143-175. doi:10.1080/002202799183205
  • Sunal, D. W., Hodges, J., Sunal, C. S., Whitaker, K. W., Freeman, L. M., Edwards, L., Odell, M. (2010). Teaching science in higher education: Faculty professional development and barriers to change. School Science and Mathematics, 101(5), 246-257. doi:10.1111/j.1949-8594.2001.tb18027.x
  • Tyack, D. B., & Cuban, L. (1995). Tinkering toward utopia: A century of public school reform. Cambridge, Mass: Harvard University Press.
  • Uzal, G., Erdem, A. ve Ersoy, Y. (2016). Bir grup matematik ve fen bilimleri öğretmeninin sınıf içinde gerçekleştirdikleri öğretim etkinliklerininin incelenmesi. Buca Eğitim Fakültesi Dergisi, 40, 64-85.
  • Wheatley, K. F. (2000). Positive teacher efficacy as an obstacle to educational reform. Journal of Research and Development in Education, 34(1), 14–27.
  • Wheatley, K. F. (2002). The potential benefits of teacher efficacy doubts for educational reform. Teaching and Teacher Education, 18, 5–22. doi:10.1016/S0742-051X(01)00047-6
  • Wheatley, K. F. (2005). The case for reconceptualizing teacher efficacy research. Teaching and Teacher Education, 21, 747–766. doi:10.1016/j.tate.2005.05.009
  • Williams, D.M. (2010). Outcome expectancy and self-efficacy: Theoretical implications of an unresolved contradiction. Personality and Social Psychology Review, 14, 417–425. doi:10.1177/1088868310368802
There are 52 citations in total.

Details

Primary Language English
Journal Section Research Article
Authors

Nesrin Keklikci This is me

Yavuz Saka This is me

Publication Date May 1, 2019
Published in Issue Year 2019

Cite

APA Keklikci, N., & Saka, Y. (2019). Exploring the interaction between Science teachers’ self-efficacy beliefs and pedagogical discontentment: An attempt to understand why science education reform fails. International Journal of Psychology and Educational Studies, 6(2), 1-14. https://doi.org/10.17220/ijpes.2019.02.001