Teaching Primary Science: How Self-Efficacious Teachers Have got to Where they Are.

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dc.contributor.advisor Dixon, H en
dc.contributor.advisor Ward, W en
dc.contributor.author Withy, Helen en
dc.date.accessioned 2019-06-11T23:07:01Z en
dc.date.issued 2019 en
dc.identifier.uri http://hdl.handle.net/2292/46956 en
dc.description Full Text is available to authenticated members of The University of Auckland only. en
dc.description.abstract Self-efficacious primary science teachers are critical in the development of early positive student attitudes towards science and their growth towards scientific literacy. However, whilst a plethora of research has been conducted in relation to self-efficacy (SE) of student teachers and novice primary science teachers, little attention has been given to SE studies of experienced primary science teachers. The aim of this study was to explore how two experienced teachers, known to be competent and confident primary science teachers, have got to where they are through an investigation of characteristics, experiences, and actions they possess or exhibit. In addition, personal, professional, and contextual factors that helped and hindered them in teaching primary science were explored. Semi-structured interviews, field notes, classroom observations, and the collection of relevant artefacts were the primary sources of data collection. Use of Bandura's (1977) SE framework provided the conceptual lens through which to understand participants' experiences, actions, and beliefs. Findings revealed that the SE of both teachers developed through an inherent interest in science, professional commitment to teaching primary science, and from establishment of strong support networks and positive feedback from others over time. It was concluded that strong SE beliefs in teaching primary science had, importantly, developed over their lifetimes. Belief in their ability to teach primary science and their students' ability to learn primary science as an outcome of their teaching affected the extra effort they exerted, their willingness to persevere, and how they coped when faced with challenging moments. It was also concluded each of Bandura's (1977) four sources of SE were influential in the development of SE in both teachers at different times throughout their lives, and that an intersection of personal, professional, and contextual factors contributed to shaping their SE beliefs in teaching primary science. These teachers believed in the value of science, that science should be taught in primary schools, and that young learners are capable of learning science. With belief in the value of science for themselves and their students, it was apparent they endeavoured to transfer their own science-related learning experiences and positive attitudes towards science to their students. en
dc.publisher ResearchSpace@Auckland en
dc.relation.ispartof Masters Thesis - University of Auckland en
dc.relation.isreferencedby UoA99265146613302091 en
dc.rights Items in ResearchSpace are protected by copyright, with all rights reserved, unless otherwise indicated. Previously published items are made available in accordance with the copyright policy of the publisher. en
dc.rights Restricted Item. Full Text is available to authenticated members of The University of Auckland only. en
dc.rights.uri https://researchspace.auckland.ac.nz/docs/uoa-docs/rights.htm en
dc.title Teaching Primary Science: How Self-Efficacious Teachers Have got to Where they Are. en
dc.type Thesis en
thesis.degree.discipline Education en
thesis.degree.grantor The University of Auckland en
thesis.degree.level Masters en
dc.rights.holder Copyright: The author en
pubs.elements-id 774399 en
pubs.org-id Education and Social Work en
pubs.org-id Learning Development and Professional Practice en
pubs.record-created-at-source-date 2019-06-12 en

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