Teacher Induction and Elementary Science Teaching: Enhancing Self-Efficacy.

Mulholland, Judith; Wallace, John

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Peer reviewed

ERIC Number: EJ624071

Record Type: CIJE

Publication Date: 2001

Pages: N/A

Abstractor: N/A

ISBN: N/A

ISSN: ISSN-0742-051X

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Teacher Induction and Elementary Science Teaching: Enhancing Self-Efficacy.

Mulholland, Judith; Wallace, John

Teaching and Teacher Education, v17 n2 p243-61 Feb 2001

Followed an elementary teacher during her transition from preservice to inservice teaching, examining influences on her science teaching efficacy beliefs. Data from teacher interviews, observations, and journal writings indicated that mastery experience and verbal and other forms of social persuasion were the major sources of influence for increasing science teaching efficacy belief. (SM)

Descriptors: Beginning Teacher Induction, Beginning Teachers, Case Studies, Elementary Education, Elementary School Science, Elementary School Teachers, Higher Education, Mastery Learning, Preservice Teacher Education, Science Instruction, Science Teachers, Self Efficacy, Teacher Effectiveness

Publication Type: Journal Articles; Reports - Research

Education Level: N/A

Audience: N/A

Language: English

Sponsor: N/A

Authoring Institution: N/A

Grant or Contract Numbers: N/A

Author Affiliations: N/A