ABSTRACT

The purpose of the study was to reveal the relationships among teaching concerns, their sense of efficacy and their preferences of a classroom environment of pre-service science teachers. Data were gathered from 623 pre-service science teachers. Based on the structural equation modelling results, the pre-service science teachers’ sense of self-efficacy was negatively associated with their concerns. In addition, the pre-service science teachers’ sense of efficacy was positively associated with the constructivist learning environment. Moreover, pre-service science teachers’ concerns were positively related to their constructivist learning environment. The findings shed light on pre-service teacher and teacher education experiences and outcomes.

摘要

这项研究的目的是揭示教学关注点，他们的效能感以及他们对职前科学老师的课堂环境的偏好之间的关系。数据来自623名职前科学老师。根据结构方程建模结果，职前科学教师的自我效能感与他们的担忧负相关。此外，职前科学教师的效能感与建构主义学习环境呈正相关。此外，职前科学教师的担忧与他们的建构主义学习环境成正相关。调查结果阐明了职前教师和教师教育的经验和成果。