期刊名称：Center for Educational Policy Studies Journal
印刷版ISSN：1855-9719
电子版ISSN：2232-2647
出版年度：2014
卷号：4
期号：1
页码：51-67
出版社：University of Ljubljana
摘要：In recent years, the curricula reforms at the levels of preschool and primaryschool in Sweden have caused new demands on the teachers. In particular,numerous teachers lack the educational training in science subjects. Therefore,this study aims to investigate teachers’ self-efficacy and needs in relationto science teaching. A total of 71 teachers, divided into three groups of preschool,1-3 grades and 4-6 grades, were invited to join this pilot study. Fromthe EU FP7 project, PROFILES, a Likert scale questionnaire (with scores from1 to 3 to represent strongly disagree, agree to strongly agree, and I don’t know wasscored 0) was used and revised for the data collection in this pilot study. Theresults showed that the participating teachers had relatively high self-efficacyand no significant differences were found among the three groups of teachers.However, even though the teachers had high self-efficacy, the needs of furthereducation were expressed by the teachers to a large extent. In particular, thegroup of preschool teachers addressed the need for more content knowledge(CK) in physics and chemistry (>41%). In terms of the groups of 1-3 and 4-6grades teachers, the needs relating to scientific literacy were revealed, with afocus on engaging students in socio-scientific problems (52%, 56%) and assessment(44%, 61%). The implication of this study is discussed in the hope tocontribute to teachers’ professional development for both pre- and in-serviceteachers in science education.
