Date of Award
2016
Publication Type
Master Thesis
Degree Name
M.Ed.
Department
Education
Keywords
Elementary pre-service teacher education, Implicit Theories of Intelligence, Mindset, Science education, Self-efficacy in Science
Supervisor
Salinitri, Geri
Rights
info:eu-repo/semantics/openAccess
Creative Commons License
This work is licensed under a Creative Commons Attribution-NonCommercial-No Derivative Works 4.0 International License.
Abstract
Bandura’s (1997) theory of self-efficacy and Dweck’s (1999) implicit theories of intelligence (also known as “self-theory” and latter referred to as “mindset”), are explored in the context of pre-service elementary teachers teaching science. Many difficulties elementary pre-service teachers experience in teaching science interfere with student performance. In this study, literature reviews self-efficacy and self-theory individually and together as a means to explain the teacher-student performance relationship. Surveys were distributed to elementary pre-service teachers at the University of Windsor, and results suggest a significant positive relationship between high self-efficacy in science and a growth mindset. The study determined that the first year of University of Windsor’s B.Ed program does not influence mindset nor self-efficacy in science teaching. These findings are important in understanding teaching behaviours when teaching science.
Recommended Citation
Palazzolo, Stephanie Deanna, "The Relationship between Mindset and Self-efficacy in Pre-service Elementary Teacher Candidates Teaching Science, and its Implications on Science Teaching" (2016). Electronic Theses and Dissertations. 5755.
https://scholar.uwindsor.ca/etd/5755