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Examining In-Service and Pre-Service Science Teachers' Learning Environment Perceptions and Their Sense of Efficacy Beliefs

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Title: Examining In-Service and Pre-Service Science Teachers' Learning Environment Perceptions and Their Sense of Efficacy Beliefs
Language: English
Authors: Ayla Cetin-Dindar (ORCID 0000-0003-3086-163X)
Source: Educational Studies. 2025 51(2):133-155.
Availability: Routledge. Available from: Taylor & Francis, Ltd. 530 Walnut Street Suite 850, Philadelphia, PA 19106. Tel: 800-354-1420; Tel: 215-625-8900; Fax: 215-207-0050; Web site: http://www.tandf.co.uk/journals
Peer Reviewed: Y
Page Count: 23
Publication Date: 2025
Document Type: Journal Articles
Reports - Research
Education Level: Higher Education
Postsecondary Education
Junior High Schools
Middle Schools
Secondary Education
Descriptors: Self Efficacy, Self Concept Measures, Student Attitudes, Teacher Attitudes, Science Teachers, Preservice Teachers, Educational Environment, Teacher Effectiveness, Correlation, Constructivism (Learning), Surveys, Questionnaires, Likert Scales, Classroom Environment, Teacher Education Programs, Science Instruction, Middle School Teachers, Foreign Countries
Geographic Terms: Turkey
Assessment and Survey Identifiers: Teachers Sense of Efficacy Scale, Constructivist Learning Environment Survey
DOI: 10.1080/03055698.2022.2121603
ISSN: 0305-5698
1465-3400
Abstract: This study investigated the predictive effect of in-service and pre-service science teachers' perceptions of the learning environment on their self-efficacy beliefs on science teaching. The same self-report questionnaires were used to collect data from in-service and pre-service science teachers. Of the participants, 142 in-service science teachers and 281 pre-service science teachers completed the Constructivist Learning Environment Scale and the Teachers' Sense of Efficacy Scale. Canonical analysis was used to investigate the relationships between variables. The analyses of the findings revealed a reciprocal relationship between variables. Both in- and pre-service science teachers' classroom environment perceptions were significantly related to their self-efficacy beliefs. Additionally, in-service science teachers scored significantly higher than pre-service ones for all variables and in-service science teachers' classroom environment perceptions were more strongly correlated with their self-efficacy beliefs than pre-service science teachers'. This study suggests that creating a more effective learning environment affects science teachers' sense of efficacy or science teachers with high efficacy beliefs create more constructivist classroom environment.
Abstractor: As Provided
Entry Date: 2025
Accession Number: EJ1464850
Database: ERIC
FullText Text:
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PubType: Academic Journal
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  Data: Examining In-Service and Pre-Service Science Teachers' Learning Environment Perceptions and Their Sense of Efficacy Beliefs
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  Data: <searchLink fieldCode="AR" term="%22Ayla+Cetin-Dindar%22">Ayla Cetin-Dindar</searchLink> (ORCID <externalLink term="https://orcid.org/0000-0003-3086-163X">0000-0003-3086-163X</externalLink>)
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  Data: Routledge. Available from: Taylor & Francis, Ltd. 530 Walnut Street Suite 850, Philadelphia, PA 19106. Tel: 800-354-1420; Tel: 215-625-8900; Fax: 215-207-0050; Web site: http://www.tandf.co.uk/journals
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  Data: 10.1080/03055698.2022.2121603
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– Name: Abstract
  Label: Abstract
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  Data: This study investigated the predictive effect of in-service and pre-service science teachers' perceptions of the learning environment on their self-efficacy beliefs on science teaching. The same self-report questionnaires were used to collect data from in-service and pre-service science teachers. Of the participants, 142 in-service science teachers and 281 pre-service science teachers completed the Constructivist Learning Environment Scale and the Teachers' Sense of Efficacy Scale. Canonical analysis was used to investigate the relationships between variables. The analyses of the findings revealed a reciprocal relationship between variables. Both in- and pre-service science teachers' classroom environment perceptions were significantly related to their self-efficacy beliefs. Additionally, in-service science teachers scored significantly higher than pre-service ones for all variables and in-service science teachers' classroom environment perceptions were more strongly correlated with their self-efficacy beliefs than pre-service science teachers'. This study suggests that creating a more effective learning environment affects science teachers' sense of efficacy or science teachers with high efficacy beliefs create more constructivist classroom environment.
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  Data: 2025
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  Data: EJ1464850
PLink https://search.ebscohost.com/login.aspx?direct=true&site=eds-live&db=eric&AN=EJ1464850
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        Value: 10.1080/03055698.2022.2121603
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      – Text: English
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        PageCount: 23
        StartPage: 133
    Subjects:
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        Type: general
      – SubjectFull: Self Concept Measures
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      – SubjectFull: Student Attitudes
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      – SubjectFull: Science Teachers
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      – SubjectFull: Classroom Environment
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      – TitleFull: Examining In-Service and Pre-Service Science Teachers' Learning Environment Perceptions and Their Sense of Efficacy Beliefs
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