期刊名称：Journal of Interdisciplinary Teacher Leadership
电子版ISSN：2474-7432
出版年度：2018
卷号：3
期号：1
DOI：10.46767/kfp.2016-0022
语种：English
出版社：Kenan Fellows Program for Teacher Leadership
摘要：Four case studies of preservice teachers enrolled in a STEM-focused elementary teacher preparation program are used to document changes in mathematics and science teaching efficacy over the course of one academic year. Qualitative analysis revealed that all four case studies experienced changes in their mathematics and science teaching efficacy beliefs over the course of the year. Participants described unique ways of understanding their growth (or lack thereof) in teaching efficacy, the trajectory of teaching efficacy over the course of the year, and the role of teacher training in changing their efficacy beliefs.
