Reflections on Urban Science Teacher-Student Self-Efficacy Dynamics

Autor/inn/en	Hagiwara, Sumi; Maulucci, Maria S. Rivera; Ramos, S. Lizette
Titel	Reflections on Urban Science Teacher-Student Self-Efficacy Dynamics
Quelle	In: Cultural Studies of Science Education, 6 (2011) 4, S.999-1018 (20 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1871-1502
DOI	10.1007/s11422-011-9362-2
Schlagwörter	Self Efficacy; Interaction; Science Teachers; Urban Schools; Teacher Student Relationship; Science Instruction; Literature Reviews; Teaching Methods; Individual Characteristics; Identification (Psychology); Faculty Development; Cultural Influences; Classroom Environment + Suchen Sie Ihr Suchwort? Self-efficacy; Selbstwirksamkeit; Interaktion; Science; Teacher; Teachers; Science teacher; Wissenschaft; Lehrer; Lehrerin; Lehrende; Urban area; Urban areas; School; Schools; Stadtregion; Stadt; Schule; Teacher student relationships; Lehrer-Schüler-Beziehung; Teaching of science; Science education; Natural sciences Lessons; Naturwissenschaftlicher Unterricht; Teaching method; Lehrmethode; Unterrichtsmethode; Personality characteristic; Personality traits; Persönlichkeitsmerkmal; Cultural influence; Kultureinfluss; Klassenklima; Unterrichtsklima
Abstract	This forum article consists of commentaries--authored by Sumi Hagiwara, Maria S. Rivera Maulucci and Lizette Ramos--on the feature article by Virginia Jennings Bolshakova, Carla C. Johnson, and Charlene M. Czerniak. We reflect on a series of questions that take retrospective, introspective, and prospective views of self-efficacy in science education. We review selected studies that explore some of the historical developments and methodological approaches in the literature and examine a teacher-student self-efficacy system model that shows the ways in which teachers' and students' self-efficacy judgments are based upon multiple individual and shared components, such as identity and social interaction within the classroom and school. We close with a call for the design of measures of teacher-student self-efficacy systems, so that we can begin to tailor professional development experiences to the goals and motivations of individual and collective groups of teachers and students in ways that accommodate the unique cultural features of their classrooms and foster student self-efficacy. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2017/4/10