Early Childhood Educators' Self-Efficacy in Science, Math, and Literacy Instruction and Science Practice in the Classroom

Autor/inn/en	Gerde, Hope K.; Pierce, Steven J.; Lee, Kyungsook; Van Egeren, Laurie A.
Titel	Early Childhood Educators' Self-Efficacy in Science, Math, and Literacy Instruction and Science Practice in the Classroom
Quelle	In: Early Education and Development, 29 (2018) 1, S.70-90 (21 Seiten) PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1040-9289
DOI	10.1080/10409289.2017.1360127
Schlagwörter	Early Childhood Education; Preschool Teachers; Self Efficacy; Science Instruction; Mathematics Instruction; Literacy Education; Science Education; Preschool Education; Teacher Surveys; Instructional Materials; Predictor Variables; Teacher Education; Longitudinal Studies; Data Analysis; Statistical Analysis; Markov Processes; Monte Carlo Methods + Suchen Sie Ihr Suchwort? Early childhood; Education; Frühkindliche Bildung; Frühpädagogik; Pre-school education; Preschool education; Erzieher; Erzieherin; Kindergärtnerin; Vorschulerziehung; Vorschule; Self-efficacy; Selbstwirksamkeit; Teaching of science; Science education; Natural sciences Lessons; Naturwissenschaftlicher Unterricht; Mathematics lessons; Mathematikunterricht; Naturwissenschaftliche Bildung; Lehrmaterial; Lehrmittel; Unterrichtsmedien; Prädiktor; Lehrerausbildung; Lehrerbildung; Longitudinal study; Longitudinal method; Longitudinal methods; Längsschnittuntersuchung; Auswertung; Statistische Analyse; Markowscher Prozess; Monte-Carlo-Methode
Abstract	Research Findings: Quality early science education is important for addressing the low science achievement, compared to international peers, of elementary students in the United States. Teachers' beliefs about their skills in a content area, that is, their content self-efficacy is important because it has implications for teaching practice and child outcomes. However, little is known about how teachers' self-efficacy for literacy, math and science compare and how domain-specific self-efficacy relates to teachers' practice in the area of science. Analysis of survey and observation data from 67 Head Start classrooms across eight programs indicated that domain-specific self-efficacy was highest for literacy, significantly lower for science, and lowest for math. Classrooms varied, but in general, engaged in literacy far more than science, contained a modest amount of science materials, and their instructional support of science was low. Importantly, self-efficacy for science, but not literacy or math, related to teachers frequency of engaging children in science instruction. Teachers' education and experience did not predict self-efficacy for science. Practice or Policy: To enhance the science opportunities provided in early childhood classrooms, pre-service and in-service education programs should provide teachers with content and practices for science rather than focusing exclusively on literacy. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01