Cross-National Study on Relations between Motivation for Science Courses, Pedagogy Courses and General Self-Efficacy

Result code in IS VaVaI

<a href="https://www.isvavai.cz/riv?ss=detail&h=RIV%2F00216208%3A11410%2F17%3A10366112" target="_blank" >RIV/00216208:11410/17:10366112 - isvavai.cz</a>

Result on the web

<a href="https://doi.org/10.12973/ejmste/76970" target="_blank" >https://doi.org/10.12973/ejmste/76970</a>

DOI - Digital Object Identifier

<a href="http://dx.doi.org/10.12973/ejmste/76970" target="_blank" >10.12973/ejmste/76970</a>

Result language

angličtina

Original language name

Cross-National Study on Relations between Motivation for Science Courses, Pedagogy Courses and General Self-Efficacy

Original language description

1799 prospective elementary and prospective science teachers from six countries (Croatia, Czech Republic, Lithuania, Slovakia, Slovenia and Turkey) participate in the study about the level of motivation toward science courses, pedagogy courses and self-efficacy. The most important findings were that choosing educational career as the first choice of prospective teachers depends on country and study track. The highest percentage of prospective teachers who choose teaching career and will probably stay teachers is in participating institutions from Slovenia and Croatia and the lowest in Slovakia and Turkey with Czech Republic and Lithuania in between. The percentages are higher for prospective elementary teachers than for prospective science teachers. Motivation of prospective teachers&apos; regarding to the science courses and pedagogy courses vary. Differences between countries are small but as a rule future science teachers are more motivated for science courses than for pedagogy/didactics courses and the opposite is true for elementary teachers. Differences on general self-efficacy beliefs vary within and between countries? On average values falls in the upper third range what can be predictor of good teaching. Correlation between students&apos; motivation toward science courses, pedagogy courses and their self-efficacy beliefs is statistically significant but low, showing that good students are generally motivated for all courses but differences between motivation toward science and pedagogy exists and depends on study track. Conclusion of our study is that science teachers are better equipped to cope with problems than elementary teachers, but elementary teachers will most probably work at the working place they choose as their first will.

Czech name

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Czech description

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Type

J_imp - Article in a specialist periodical, which is included in the Web of Science database

CEP classification

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OECD FORD branch

50301 - Education, general; including training, pedagogy, didactics [and education systems]

Project

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Continuities

I - Institucionalni podpora na dlouhodoby koncepcni rozvoj vyzkumne organizace

Publication year

2017

Confidentiality

S - Úplné a pravdivé údaje o projektu nepodléhají ochraně podle zvláštních právních předpisů

Name of the periodical

Eurasia Journal of Mathematics, Science and Technology Education

ISSN

1305-8215

e-ISSN

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Volume of the periodical

13

Issue of the periodical within the volume

10

Country of publishing house

TR - TURKEY

Number of pages

12

Pages from-to

6597-6608

UT code for WoS article

000414587900017

EID of the result in the Scopus database

2-s2.0-85031743031