The Relationship between Mindset and Self-efficacy in Pre-service Elementary Teacher Candidates Teaching Science, and its Implications on Science Teaching | Posted on:2017-03-09 | Degree:M.Ed | Type:Thesis | University:University of Windsor (Canada) | Candidate:Palazzolo, Stephanie | Full Text:PDF | GTID:2467390014954227 | Subject:Teacher Education | Abstract/Summary: | | Bandura's (1997) theory of self-efficacy and Dweck's (1999) implicit theories of intelligence (also known as "self-theory" and latter referred to as "mindset"), are explored in the context of pre-service elementary teachers teaching science. Many difficulties elementary pre-service teachers experience in teaching science interfere with student performance. In this study, literature reviews self-efficacy and self-theory individually and together as a means to explain the teacher-student performance relationship. Surveys were distributed to elementary pre-service teachers at the University of Windsor, and results suggest a significant positive relationship between high self-efficacy in science and a growth mindset. The study determined that the first year of University of Windsor's B.Ed program does not influence mindset nor self-efficacy in science teaching. These findings are important in understanding teaching behaviours when teaching science. | Keywords/Search Tags: | Self-efficacy, Teaching science, Mindset, Pre-service, Elementary, Relationship | | Related items |
| |
|