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

Kód výsledku v 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>

Výsledek na webu

<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>

Jazyk výsledku

angličtina

Název v původním jazyce

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

Popis výsledku v původním jazyce

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.

Název v anglickém jazyce

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

Popis výsledku anglicky

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.

Druh

J_imp - Článek v periodiku v databázi Web of Science

CEP obor

—

OECD FORD obor

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

Projekt

—

Návaznosti

I - Institucionalni podpora na dlouhodoby koncepcni rozvoj vyzkumne organizace

Rok uplatnění

2017

Kód důvěrnosti údajů

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

Název periodika

Eurasia Journal of Mathematics, Science and Technology Education

ISSN

1305-8215

e-ISSN

—

Svazek periodika

13

Číslo periodika v rámci svazku

10

Stát vydavatele periodika

TR - Turecká republika

Počet stran výsledku

12

Strana od-do

6597-6608

Kód UT WoS článku

000414587900017

EID výsledku v databázi Scopus

2-s2.0-85031743031