Unveiling the Teachers’ Perceived Self-efficacy to Practice Integrated STrEaM Teaching
Abstract The study was undertaken to examine within a single model the relationships between the teachers’ perceived self-efficacy beliefs and their intention to practice STrEaM teaching in the classroom. The acronym STrEaM refers to the expansion of integrated STEM, merging it with a focus on readi...
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| Autor*in: |
Subramaniam, Vasugi [verfasserIn] |
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| Format: |
E-Artikel |
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| Sprache: |
Englisch |
| Erschienen: |
2022 |
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| Schlagwörter: |
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| Anmerkung: |
© De La Salle University 2022. corrected publication 2022 |
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| Übergeordnetes Werk: |
Enthalten in: Asia-Pacific Education Researcher - Singapore : Springer, 1999, 32(2022), 3 vom: 08. März, Seite 327-337 |
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| Übergeordnetes Werk: |
volume:32 ; year:2022 ; number:3 ; day:08 ; month:03 ; pages:327-337 |
| Links: |
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| DOI / URN: |
10.1007/s40299-022-00655-4 |
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SPR050203843 |
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| 520 | |a Abstract The study was undertaken to examine within a single model the relationships between the teachers’ perceived self-efficacy beliefs and their intention to practice STrEaM teaching in the classroom. The acronym STrEaM refers to the expansion of integrated STEM, merging it with a focus on reading, writing, and arts, for connecting the four STEM disciplines. Integrated STrEaM teaching overcomes the prevalent contention that the complexity of the suggested STEM teaching framework encumbers teachers performing cross-disciplinary STEM teaching in the classroom. Science and mathematics teachers who participated in an integrated STrEaM teaching workshop responded to the Teacher Self-Efficacy Scale and a STrEaM Teaching Practice Questionnaire. The data were analyzed using the Partial Least Square-Structural Equation Modeling approach to model the direct relationships between the three sub-scales of self-efficacy (instructional strategies, classroom management, student engagement self-efficacy) and STrEaM teaching practices and indirect moderating effects of location of the school and years of teaching on the relationships. A total of 472 (261 female, 211 male) science and mathematics teachers were included in the analyses. Study results reveal that the three subscales of self-efficacy directly relate to employing STrEaM teaching practices. Location of school (urban/rural) and level of teaching experience did not moderate the relationships between instructional and classroom efficacies and STrEaM teaching practices. However, years of teaching experience moderated the relationship between student engagement efficacy and teaching practice. The model derived from the current study is helpful to guide the policymakers and curriculum developers. | ||
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10.1007/s40299-022-00655-4 doi (DE-627)SPR050203843 (SPR)s40299-022-00655-4-e DE-627 ger DE-627 rakwb eng Subramaniam, Vasugi verfasserin aut Unveiling the Teachers’ Perceived Self-efficacy to Practice Integrated STrEaM Teaching 2022 Text txt rdacontent Computermedien c rdamedia Online-Ressource cr rdacarrier © De La Salle University 2022. corrected publication 2022 Abstract The study was undertaken to examine within a single model the relationships between the teachers’ perceived self-efficacy beliefs and their intention to practice STrEaM teaching in the classroom. The acronym STrEaM refers to the expansion of integrated STEM, merging it with a focus on reading, writing, and arts, for connecting the four STEM disciplines. Integrated STrEaM teaching overcomes the prevalent contention that the complexity of the suggested STEM teaching framework encumbers teachers performing cross-disciplinary STEM teaching in the classroom. Science and mathematics teachers who participated in an integrated STrEaM teaching workshop responded to the Teacher Self-Efficacy Scale and a STrEaM Teaching Practice Questionnaire. The data were analyzed using the Partial Least Square-Structural Equation Modeling approach to model the direct relationships between the three sub-scales of self-efficacy (instructional strategies, classroom management, student engagement self-efficacy) and STrEaM teaching practices and indirect moderating effects of location of the school and years of teaching on the relationships. A total of 472 (261 female, 211 male) science and mathematics teachers were included in the analyses. Study results reveal that the three subscales of self-efficacy directly relate to employing STrEaM teaching practices. Location of school (urban/rural) and level of teaching experience did not moderate the relationships between instructional and classroom efficacies and STrEaM teaching practices. However, years of teaching experience moderated the relationship between student engagement efficacy and teaching practice. The model derived from the current study is helpful to guide the policymakers and curriculum developers. Integrated STrEaM teaching practices (dpeaa)DE-He213 In-service teachers (dpeaa)DE-He213 Perceived self-efficacy (dpeaa)DE-He213 PLS-SEM approach (dpeaa)DE-He213 Karpudewan, Mageswary (orcid)0000-0001-8669-504X aut Roth, Wolff Michael (orcid)0000-0001-9344-496X aut Enthalten in Asia-Pacific Education Researcher Singapore : Springer, 1999 32(2022), 3 vom: 08. März, Seite 327-337 (DE-627)617508577 (DE-600)2534317-8 2243-7908 nnns volume:32 year:2022 number:3 day:08 month:03 pages:327-337 https://dx.doi.org/10.1007/s40299-022-00655-4 lizenzpflichtig Volltext GBV_USEFLAG_A SYSFLAG_A GBV_SPRINGER GBV_ILN_11 GBV_ILN_20 GBV_ILN_22 GBV_ILN_23 GBV_ILN_24 GBV_ILN_31 GBV_ILN_32 GBV_ILN_39 GBV_ILN_40 GBV_ILN_60 GBV_ILN_62 GBV_ILN_63 GBV_ILN_65 GBV_ILN_69 GBV_ILN_70 GBV_ILN_73 GBV_ILN_74 GBV_ILN_90 GBV_ILN_95 GBV_ILN_100 GBV_ILN_105 GBV_ILN_110 GBV_ILN_120 GBV_ILN_138 GBV_ILN_150 GBV_ILN_151 GBV_ILN_152 GBV_ILN_161 GBV_ILN_170 GBV_ILN_171 GBV_ILN_187 GBV_ILN_213 GBV_ILN_224 GBV_ILN_230 GBV_ILN_250 GBV_ILN_281 GBV_ILN_285 GBV_ILN_293 GBV_ILN_370 GBV_ILN_602 GBV_ILN_636 GBV_ILN_702 GBV_ILN_2001 GBV_ILN_2003 GBV_ILN_2004 GBV_ILN_2005 GBV_ILN_2006 GBV_ILN_2007 GBV_ILN_2008 GBV_ILN_2009 GBV_ILN_2010 GBV_ILN_2011 GBV_ILN_2014 GBV_ILN_2015 GBV_ILN_2020 GBV_ILN_2021 GBV_ILN_2025 GBV_ILN_2026 GBV_ILN_2027 GBV_ILN_2031 GBV_ILN_2034 GBV_ILN_2037 GBV_ILN_2038 GBV_ILN_2039 GBV_ILN_2044 GBV_ILN_2048 GBV_ILN_2049 GBV_ILN_2050 GBV_ILN_2055 GBV_ILN_2056 GBV_ILN_2057 GBV_ILN_2059 GBV_ILN_2061 GBV_ILN_2064 GBV_ILN_2065 GBV_ILN_2068 GBV_ILN_2088 GBV_ILN_2093 GBV_ILN_2106 GBV_ILN_2107 GBV_ILN_2108 GBV_ILN_2110 GBV_ILN_2111 GBV_ILN_2112 GBV_ILN_2113 GBV_ILN_2118 GBV_ILN_2122 GBV_ILN_2129 GBV_ILN_2143 GBV_ILN_2144 GBV_ILN_2147 GBV_ILN_2148 GBV_ILN_2152 GBV_ILN_2153 GBV_ILN_2188 GBV_ILN_2190 GBV_ILN_2232 GBV_ILN_2336 GBV_ILN_2446 GBV_ILN_2470 GBV_ILN_2472 GBV_ILN_2507 GBV_ILN_2522 GBV_ILN_2548 GBV_ILN_4035 GBV_ILN_4037 GBV_ILN_4046 GBV_ILN_4112 GBV_ILN_4125 GBV_ILN_4126 GBV_ILN_4242 GBV_ILN_4246 GBV_ILN_4249 GBV_ILN_4251 GBV_ILN_4305 GBV_ILN_4306 GBV_ILN_4307 GBV_ILN_4313 GBV_ILN_4322 GBV_ILN_4323 GBV_ILN_4324 GBV_ILN_4325 GBV_ILN_4326 GBV_ILN_4328 GBV_ILN_4333 GBV_ILN_4334 GBV_ILN_4335 GBV_ILN_4336 GBV_ILN_4338 GBV_ILN_4393 GBV_ILN_4700 AR 32 2022 3 08 03 327-337 |
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10.1007/s40299-022-00655-4 doi (DE-627)SPR050203843 (SPR)s40299-022-00655-4-e DE-627 ger DE-627 rakwb eng Subramaniam, Vasugi verfasserin aut Unveiling the Teachers’ Perceived Self-efficacy to Practice Integrated STrEaM Teaching 2022 Text txt rdacontent Computermedien c rdamedia Online-Ressource cr rdacarrier © De La Salle University 2022. corrected publication 2022 Abstract The study was undertaken to examine within a single model the relationships between the teachers’ perceived self-efficacy beliefs and their intention to practice STrEaM teaching in the classroom. The acronym STrEaM refers to the expansion of integrated STEM, merging it with a focus on reading, writing, and arts, for connecting the four STEM disciplines. Integrated STrEaM teaching overcomes the prevalent contention that the complexity of the suggested STEM teaching framework encumbers teachers performing cross-disciplinary STEM teaching in the classroom. Science and mathematics teachers who participated in an integrated STrEaM teaching workshop responded to the Teacher Self-Efficacy Scale and a STrEaM Teaching Practice Questionnaire. The data were analyzed using the Partial Least Square-Structural Equation Modeling approach to model the direct relationships between the three sub-scales of self-efficacy (instructional strategies, classroom management, student engagement self-efficacy) and STrEaM teaching practices and indirect moderating effects of location of the school and years of teaching on the relationships. A total of 472 (261 female, 211 male) science and mathematics teachers were included in the analyses. Study results reveal that the three subscales of self-efficacy directly relate to employing STrEaM teaching practices. Location of school (urban/rural) and level of teaching experience did not moderate the relationships between instructional and classroom efficacies and STrEaM teaching practices. However, years of teaching experience moderated the relationship between student engagement efficacy and teaching practice. The model derived from the current study is helpful to guide the policymakers and curriculum developers. Integrated STrEaM teaching practices (dpeaa)DE-He213 In-service teachers (dpeaa)DE-He213 Perceived self-efficacy (dpeaa)DE-He213 PLS-SEM approach (dpeaa)DE-He213 Karpudewan, Mageswary (orcid)0000-0001-8669-504X aut Roth, Wolff Michael (orcid)0000-0001-9344-496X aut Enthalten in Asia-Pacific Education Researcher Singapore : Springer, 1999 32(2022), 3 vom: 08. März, Seite 327-337 (DE-627)617508577 (DE-600)2534317-8 2243-7908 nnns volume:32 year:2022 number:3 day:08 month:03 pages:327-337 https://dx.doi.org/10.1007/s40299-022-00655-4 lizenzpflichtig Volltext GBV_USEFLAG_A SYSFLAG_A GBV_SPRINGER GBV_ILN_11 GBV_ILN_20 GBV_ILN_22 GBV_ILN_23 GBV_ILN_24 GBV_ILN_31 GBV_ILN_32 GBV_ILN_39 GBV_ILN_40 GBV_ILN_60 GBV_ILN_62 GBV_ILN_63 GBV_ILN_65 GBV_ILN_69 GBV_ILN_70 GBV_ILN_73 GBV_ILN_74 GBV_ILN_90 GBV_ILN_95 GBV_ILN_100 GBV_ILN_105 GBV_ILN_110 GBV_ILN_120 GBV_ILN_138 GBV_ILN_150 GBV_ILN_151 GBV_ILN_152 GBV_ILN_161 GBV_ILN_170 GBV_ILN_171 GBV_ILN_187 GBV_ILN_213 GBV_ILN_224 GBV_ILN_230 GBV_ILN_250 GBV_ILN_281 GBV_ILN_285 GBV_ILN_293 GBV_ILN_370 GBV_ILN_602 GBV_ILN_636 GBV_ILN_702 GBV_ILN_2001 GBV_ILN_2003 GBV_ILN_2004 GBV_ILN_2005 GBV_ILN_2006 GBV_ILN_2007 GBV_ILN_2008 GBV_ILN_2009 GBV_ILN_2010 GBV_ILN_2011 GBV_ILN_2014 GBV_ILN_2015 GBV_ILN_2020 GBV_ILN_2021 GBV_ILN_2025 GBV_ILN_2026 GBV_ILN_2027 GBV_ILN_2031 GBV_ILN_2034 GBV_ILN_2037 GBV_ILN_2038 GBV_ILN_2039 GBV_ILN_2044 GBV_ILN_2048 GBV_ILN_2049 GBV_ILN_2050 GBV_ILN_2055 GBV_ILN_2056 GBV_ILN_2057 GBV_ILN_2059 GBV_ILN_2061 GBV_ILN_2064 GBV_ILN_2065 GBV_ILN_2068 GBV_ILN_2088 GBV_ILN_2093 GBV_ILN_2106 GBV_ILN_2107 GBV_ILN_2108 GBV_ILN_2110 GBV_ILN_2111 GBV_ILN_2112 GBV_ILN_2113 GBV_ILN_2118 GBV_ILN_2122 GBV_ILN_2129 GBV_ILN_2143 GBV_ILN_2144 GBV_ILN_2147 GBV_ILN_2148 GBV_ILN_2152 GBV_ILN_2153 GBV_ILN_2188 GBV_ILN_2190 GBV_ILN_2232 GBV_ILN_2336 GBV_ILN_2446 GBV_ILN_2470 GBV_ILN_2472 GBV_ILN_2507 GBV_ILN_2522 GBV_ILN_2548 GBV_ILN_4035 GBV_ILN_4037 GBV_ILN_4046 GBV_ILN_4112 GBV_ILN_4125 GBV_ILN_4126 GBV_ILN_4242 GBV_ILN_4246 GBV_ILN_4249 GBV_ILN_4251 GBV_ILN_4305 GBV_ILN_4306 GBV_ILN_4307 GBV_ILN_4313 GBV_ILN_4322 GBV_ILN_4323 GBV_ILN_4324 GBV_ILN_4325 GBV_ILN_4326 GBV_ILN_4328 GBV_ILN_4333 GBV_ILN_4334 GBV_ILN_4335 GBV_ILN_4336 GBV_ILN_4338 GBV_ILN_4393 GBV_ILN_4700 AR 32 2022 3 08 03 327-337 |
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10.1007/s40299-022-00655-4 doi (DE-627)SPR050203843 (SPR)s40299-022-00655-4-e DE-627 ger DE-627 rakwb eng Subramaniam, Vasugi verfasserin aut Unveiling the Teachers’ Perceived Self-efficacy to Practice Integrated STrEaM Teaching 2022 Text txt rdacontent Computermedien c rdamedia Online-Ressource cr rdacarrier © De La Salle University 2022. corrected publication 2022 Abstract The study was undertaken to examine within a single model the relationships between the teachers’ perceived self-efficacy beliefs and their intention to practice STrEaM teaching in the classroom. The acronym STrEaM refers to the expansion of integrated STEM, merging it with a focus on reading, writing, and arts, for connecting the four STEM disciplines. Integrated STrEaM teaching overcomes the prevalent contention that the complexity of the suggested STEM teaching framework encumbers teachers performing cross-disciplinary STEM teaching in the classroom. Science and mathematics teachers who participated in an integrated STrEaM teaching workshop responded to the Teacher Self-Efficacy Scale and a STrEaM Teaching Practice Questionnaire. The data were analyzed using the Partial Least Square-Structural Equation Modeling approach to model the direct relationships between the three sub-scales of self-efficacy (instructional strategies, classroom management, student engagement self-efficacy) and STrEaM teaching practices and indirect moderating effects of location of the school and years of teaching on the relationships. A total of 472 (261 female, 211 male) science and mathematics teachers were included in the analyses. Study results reveal that the three subscales of self-efficacy directly relate to employing STrEaM teaching practices. Location of school (urban/rural) and level of teaching experience did not moderate the relationships between instructional and classroom efficacies and STrEaM teaching practices. However, years of teaching experience moderated the relationship between student engagement efficacy and teaching practice. The model derived from the current study is helpful to guide the policymakers and curriculum developers. Integrated STrEaM teaching practices (dpeaa)DE-He213 In-service teachers (dpeaa)DE-He213 Perceived self-efficacy (dpeaa)DE-He213 PLS-SEM approach (dpeaa)DE-He213 Karpudewan, Mageswary (orcid)0000-0001-8669-504X aut Roth, Wolff Michael (orcid)0000-0001-9344-496X aut Enthalten in Asia-Pacific Education Researcher Singapore : Springer, 1999 32(2022), 3 vom: 08. März, Seite 327-337 (DE-627)617508577 (DE-600)2534317-8 2243-7908 nnns volume:32 year:2022 number:3 day:08 month:03 pages:327-337 https://dx.doi.org/10.1007/s40299-022-00655-4 lizenzpflichtig Volltext GBV_USEFLAG_A SYSFLAG_A GBV_SPRINGER GBV_ILN_11 GBV_ILN_20 GBV_ILN_22 GBV_ILN_23 GBV_ILN_24 GBV_ILN_31 GBV_ILN_32 GBV_ILN_39 GBV_ILN_40 GBV_ILN_60 GBV_ILN_62 GBV_ILN_63 GBV_ILN_65 GBV_ILN_69 GBV_ILN_70 GBV_ILN_73 GBV_ILN_74 GBV_ILN_90 GBV_ILN_95 GBV_ILN_100 GBV_ILN_105 GBV_ILN_110 GBV_ILN_120 GBV_ILN_138 GBV_ILN_150 GBV_ILN_151 GBV_ILN_152 GBV_ILN_161 GBV_ILN_170 GBV_ILN_171 GBV_ILN_187 GBV_ILN_213 GBV_ILN_224 GBV_ILN_230 GBV_ILN_250 GBV_ILN_281 GBV_ILN_285 GBV_ILN_293 GBV_ILN_370 GBV_ILN_602 GBV_ILN_636 GBV_ILN_702 GBV_ILN_2001 GBV_ILN_2003 GBV_ILN_2004 GBV_ILN_2005 GBV_ILN_2006 GBV_ILN_2007 GBV_ILN_2008 GBV_ILN_2009 GBV_ILN_2010 GBV_ILN_2011 GBV_ILN_2014 GBV_ILN_2015 GBV_ILN_2020 GBV_ILN_2021 GBV_ILN_2025 GBV_ILN_2026 GBV_ILN_2027 GBV_ILN_2031 GBV_ILN_2034 GBV_ILN_2037 GBV_ILN_2038 GBV_ILN_2039 GBV_ILN_2044 GBV_ILN_2048 GBV_ILN_2049 GBV_ILN_2050 GBV_ILN_2055 GBV_ILN_2056 GBV_ILN_2057 GBV_ILN_2059 GBV_ILN_2061 GBV_ILN_2064 GBV_ILN_2065 GBV_ILN_2068 GBV_ILN_2088 GBV_ILN_2093 GBV_ILN_2106 GBV_ILN_2107 GBV_ILN_2108 GBV_ILN_2110 GBV_ILN_2111 GBV_ILN_2112 GBV_ILN_2113 GBV_ILN_2118 GBV_ILN_2122 GBV_ILN_2129 GBV_ILN_2143 GBV_ILN_2144 GBV_ILN_2147 GBV_ILN_2148 GBV_ILN_2152 GBV_ILN_2153 GBV_ILN_2188 GBV_ILN_2190 GBV_ILN_2232 GBV_ILN_2336 GBV_ILN_2446 GBV_ILN_2470 GBV_ILN_2472 GBV_ILN_2507 GBV_ILN_2522 GBV_ILN_2548 GBV_ILN_4035 GBV_ILN_4037 GBV_ILN_4046 GBV_ILN_4112 GBV_ILN_4125 GBV_ILN_4126 GBV_ILN_4242 GBV_ILN_4246 GBV_ILN_4249 GBV_ILN_4251 GBV_ILN_4305 GBV_ILN_4306 GBV_ILN_4307 GBV_ILN_4313 GBV_ILN_4322 GBV_ILN_4323 GBV_ILN_4324 GBV_ILN_4325 GBV_ILN_4326 GBV_ILN_4328 GBV_ILN_4333 GBV_ILN_4334 GBV_ILN_4335 GBV_ILN_4336 GBV_ILN_4338 GBV_ILN_4393 GBV_ILN_4700 AR 32 2022 3 08 03 327-337 |
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10.1007/s40299-022-00655-4 doi (DE-627)SPR050203843 (SPR)s40299-022-00655-4-e DE-627 ger DE-627 rakwb eng Subramaniam, Vasugi verfasserin aut Unveiling the Teachers’ Perceived Self-efficacy to Practice Integrated STrEaM Teaching 2022 Text txt rdacontent Computermedien c rdamedia Online-Ressource cr rdacarrier © De La Salle University 2022. corrected publication 2022 Abstract The study was undertaken to examine within a single model the relationships between the teachers’ perceived self-efficacy beliefs and their intention to practice STrEaM teaching in the classroom. The acronym STrEaM refers to the expansion of integrated STEM, merging it with a focus on reading, writing, and arts, for connecting the four STEM disciplines. Integrated STrEaM teaching overcomes the prevalent contention that the complexity of the suggested STEM teaching framework encumbers teachers performing cross-disciplinary STEM teaching in the classroom. Science and mathematics teachers who participated in an integrated STrEaM teaching workshop responded to the Teacher Self-Efficacy Scale and a STrEaM Teaching Practice Questionnaire. The data were analyzed using the Partial Least Square-Structural Equation Modeling approach to model the direct relationships between the three sub-scales of self-efficacy (instructional strategies, classroom management, student engagement self-efficacy) and STrEaM teaching practices and indirect moderating effects of location of the school and years of teaching on the relationships. A total of 472 (261 female, 211 male) science and mathematics teachers were included in the analyses. Study results reveal that the three subscales of self-efficacy directly relate to employing STrEaM teaching practices. Location of school (urban/rural) and level of teaching experience did not moderate the relationships between instructional and classroom efficacies and STrEaM teaching practices. However, years of teaching experience moderated the relationship between student engagement efficacy and teaching practice. The model derived from the current study is helpful to guide the policymakers and curriculum developers. Integrated STrEaM teaching practices (dpeaa)DE-He213 In-service teachers (dpeaa)DE-He213 Perceived self-efficacy (dpeaa)DE-He213 PLS-SEM approach (dpeaa)DE-He213 Karpudewan, Mageswary (orcid)0000-0001-8669-504X aut Roth, Wolff Michael (orcid)0000-0001-9344-496X aut Enthalten in Asia-Pacific Education Researcher Singapore : Springer, 1999 32(2022), 3 vom: 08. März, Seite 327-337 (DE-627)617508577 (DE-600)2534317-8 2243-7908 nnns volume:32 year:2022 number:3 day:08 month:03 pages:327-337 https://dx.doi.org/10.1007/s40299-022-00655-4 lizenzpflichtig Volltext GBV_USEFLAG_A SYSFLAG_A GBV_SPRINGER GBV_ILN_11 GBV_ILN_20 GBV_ILN_22 GBV_ILN_23 GBV_ILN_24 GBV_ILN_31 GBV_ILN_32 GBV_ILN_39 GBV_ILN_40 GBV_ILN_60 GBV_ILN_62 GBV_ILN_63 GBV_ILN_65 GBV_ILN_69 GBV_ILN_70 GBV_ILN_73 GBV_ILN_74 GBV_ILN_90 GBV_ILN_95 GBV_ILN_100 GBV_ILN_105 GBV_ILN_110 GBV_ILN_120 GBV_ILN_138 GBV_ILN_150 GBV_ILN_151 GBV_ILN_152 GBV_ILN_161 GBV_ILN_170 GBV_ILN_171 GBV_ILN_187 GBV_ILN_213 GBV_ILN_224 GBV_ILN_230 GBV_ILN_250 GBV_ILN_281 GBV_ILN_285 GBV_ILN_293 GBV_ILN_370 GBV_ILN_602 GBV_ILN_636 GBV_ILN_702 GBV_ILN_2001 GBV_ILN_2003 GBV_ILN_2004 GBV_ILN_2005 GBV_ILN_2006 GBV_ILN_2007 GBV_ILN_2008 GBV_ILN_2009 GBV_ILN_2010 GBV_ILN_2011 GBV_ILN_2014 GBV_ILN_2015 GBV_ILN_2020 GBV_ILN_2021 GBV_ILN_2025 GBV_ILN_2026 GBV_ILN_2027 GBV_ILN_2031 GBV_ILN_2034 GBV_ILN_2037 GBV_ILN_2038 GBV_ILN_2039 GBV_ILN_2044 GBV_ILN_2048 GBV_ILN_2049 GBV_ILN_2050 GBV_ILN_2055 GBV_ILN_2056 GBV_ILN_2057 GBV_ILN_2059 GBV_ILN_2061 GBV_ILN_2064 GBV_ILN_2065 GBV_ILN_2068 GBV_ILN_2088 GBV_ILN_2093 GBV_ILN_2106 GBV_ILN_2107 GBV_ILN_2108 GBV_ILN_2110 GBV_ILN_2111 GBV_ILN_2112 GBV_ILN_2113 GBV_ILN_2118 GBV_ILN_2122 GBV_ILN_2129 GBV_ILN_2143 GBV_ILN_2144 GBV_ILN_2147 GBV_ILN_2148 GBV_ILN_2152 GBV_ILN_2153 GBV_ILN_2188 GBV_ILN_2190 GBV_ILN_2232 GBV_ILN_2336 GBV_ILN_2446 GBV_ILN_2470 GBV_ILN_2472 GBV_ILN_2507 GBV_ILN_2522 GBV_ILN_2548 GBV_ILN_4035 GBV_ILN_4037 GBV_ILN_4046 GBV_ILN_4112 GBV_ILN_4125 GBV_ILN_4126 GBV_ILN_4242 GBV_ILN_4246 GBV_ILN_4249 GBV_ILN_4251 GBV_ILN_4305 GBV_ILN_4306 GBV_ILN_4307 GBV_ILN_4313 GBV_ILN_4322 GBV_ILN_4323 GBV_ILN_4324 GBV_ILN_4325 GBV_ILN_4326 GBV_ILN_4328 GBV_ILN_4333 GBV_ILN_4334 GBV_ILN_4335 GBV_ILN_4336 GBV_ILN_4338 GBV_ILN_4393 GBV_ILN_4700 AR 32 2022 3 08 03 327-337 |
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10.1007/s40299-022-00655-4 doi (DE-627)SPR050203843 (SPR)s40299-022-00655-4-e DE-627 ger DE-627 rakwb eng Subramaniam, Vasugi verfasserin aut Unveiling the Teachers’ Perceived Self-efficacy to Practice Integrated STrEaM Teaching 2022 Text txt rdacontent Computermedien c rdamedia Online-Ressource cr rdacarrier © De La Salle University 2022. corrected publication 2022 Abstract The study was undertaken to examine within a single model the relationships between the teachers’ perceived self-efficacy beliefs and their intention to practice STrEaM teaching in the classroom. The acronym STrEaM refers to the expansion of integrated STEM, merging it with a focus on reading, writing, and arts, for connecting the four STEM disciplines. Integrated STrEaM teaching overcomes the prevalent contention that the complexity of the suggested STEM teaching framework encumbers teachers performing cross-disciplinary STEM teaching in the classroom. Science and mathematics teachers who participated in an integrated STrEaM teaching workshop responded to the Teacher Self-Efficacy Scale and a STrEaM Teaching Practice Questionnaire. The data were analyzed using the Partial Least Square-Structural Equation Modeling approach to model the direct relationships between the three sub-scales of self-efficacy (instructional strategies, classroom management, student engagement self-efficacy) and STrEaM teaching practices and indirect moderating effects of location of the school and years of teaching on the relationships. A total of 472 (261 female, 211 male) science and mathematics teachers were included in the analyses. Study results reveal that the three subscales of self-efficacy directly relate to employing STrEaM teaching practices. Location of school (urban/rural) and level of teaching experience did not moderate the relationships between instructional and classroom efficacies and STrEaM teaching practices. However, years of teaching experience moderated the relationship between student engagement efficacy and teaching practice. The model derived from the current study is helpful to guide the policymakers and curriculum developers. Integrated STrEaM teaching practices (dpeaa)DE-He213 In-service teachers (dpeaa)DE-He213 Perceived self-efficacy (dpeaa)DE-He213 PLS-SEM approach (dpeaa)DE-He213 Karpudewan, Mageswary (orcid)0000-0001-8669-504X aut Roth, Wolff Michael (orcid)0000-0001-9344-496X aut Enthalten in Asia-Pacific Education Researcher Singapore : Springer, 1999 32(2022), 3 vom: 08. März, Seite 327-337 (DE-627)617508577 (DE-600)2534317-8 2243-7908 nnns volume:32 year:2022 number:3 day:08 month:03 pages:327-337 https://dx.doi.org/10.1007/s40299-022-00655-4 lizenzpflichtig Volltext GBV_USEFLAG_A SYSFLAG_A GBV_SPRINGER GBV_ILN_11 GBV_ILN_20 GBV_ILN_22 GBV_ILN_23 GBV_ILN_24 GBV_ILN_31 GBV_ILN_32 GBV_ILN_39 GBV_ILN_40 GBV_ILN_60 GBV_ILN_62 GBV_ILN_63 GBV_ILN_65 GBV_ILN_69 GBV_ILN_70 GBV_ILN_73 GBV_ILN_74 GBV_ILN_90 GBV_ILN_95 GBV_ILN_100 GBV_ILN_105 GBV_ILN_110 GBV_ILN_120 GBV_ILN_138 GBV_ILN_150 GBV_ILN_151 GBV_ILN_152 GBV_ILN_161 GBV_ILN_170 GBV_ILN_171 GBV_ILN_187 GBV_ILN_213 GBV_ILN_224 GBV_ILN_230 GBV_ILN_250 GBV_ILN_281 GBV_ILN_285 GBV_ILN_293 GBV_ILN_370 GBV_ILN_602 GBV_ILN_636 GBV_ILN_702 GBV_ILN_2001 GBV_ILN_2003 GBV_ILN_2004 GBV_ILN_2005 GBV_ILN_2006 GBV_ILN_2007 GBV_ILN_2008 GBV_ILN_2009 GBV_ILN_2010 GBV_ILN_2011 GBV_ILN_2014 GBV_ILN_2015 GBV_ILN_2020 GBV_ILN_2021 GBV_ILN_2025 GBV_ILN_2026 GBV_ILN_2027 GBV_ILN_2031 GBV_ILN_2034 GBV_ILN_2037 GBV_ILN_2038 GBV_ILN_2039 GBV_ILN_2044 GBV_ILN_2048 GBV_ILN_2049 GBV_ILN_2050 GBV_ILN_2055 GBV_ILN_2056 GBV_ILN_2057 GBV_ILN_2059 GBV_ILN_2061 GBV_ILN_2064 GBV_ILN_2065 GBV_ILN_2068 GBV_ILN_2088 GBV_ILN_2093 GBV_ILN_2106 GBV_ILN_2107 GBV_ILN_2108 GBV_ILN_2110 GBV_ILN_2111 GBV_ILN_2112 GBV_ILN_2113 GBV_ILN_2118 GBV_ILN_2122 GBV_ILN_2129 GBV_ILN_2143 GBV_ILN_2144 GBV_ILN_2147 GBV_ILN_2148 GBV_ILN_2152 GBV_ILN_2153 GBV_ILN_2188 GBV_ILN_2190 GBV_ILN_2232 GBV_ILN_2336 GBV_ILN_2446 GBV_ILN_2470 GBV_ILN_2472 GBV_ILN_2507 GBV_ILN_2522 GBV_ILN_2548 GBV_ILN_4035 GBV_ILN_4037 GBV_ILN_4046 GBV_ILN_4112 GBV_ILN_4125 GBV_ILN_4126 GBV_ILN_4242 GBV_ILN_4246 GBV_ILN_4249 GBV_ILN_4251 GBV_ILN_4305 GBV_ILN_4306 GBV_ILN_4307 GBV_ILN_4313 GBV_ILN_4322 GBV_ILN_4323 GBV_ILN_4324 GBV_ILN_4325 GBV_ILN_4326 GBV_ILN_4328 GBV_ILN_4333 GBV_ILN_4334 GBV_ILN_4335 GBV_ILN_4336 GBV_ILN_4338 GBV_ILN_4393 GBV_ILN_4700 AR 32 2022 3 08 03 327-337 |
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Subramaniam, Vasugi |
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unveiling the teachers’ perceived self-efficacy to practice integrated stream teaching |
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Unveiling the Teachers’ Perceived Self-efficacy to Practice Integrated STrEaM Teaching |
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Abstract The study was undertaken to examine within a single model the relationships between the teachers’ perceived self-efficacy beliefs and their intention to practice STrEaM teaching in the classroom. The acronym STrEaM refers to the expansion of integrated STEM, merging it with a focus on reading, writing, and arts, for connecting the four STEM disciplines. Integrated STrEaM teaching overcomes the prevalent contention that the complexity of the suggested STEM teaching framework encumbers teachers performing cross-disciplinary STEM teaching in the classroom. Science and mathematics teachers who participated in an integrated STrEaM teaching workshop responded to the Teacher Self-Efficacy Scale and a STrEaM Teaching Practice Questionnaire. The data were analyzed using the Partial Least Square-Structural Equation Modeling approach to model the direct relationships between the three sub-scales of self-efficacy (instructional strategies, classroom management, student engagement self-efficacy) and STrEaM teaching practices and indirect moderating effects of location of the school and years of teaching on the relationships. A total of 472 (261 female, 211 male) science and mathematics teachers were included in the analyses. Study results reveal that the three subscales of self-efficacy directly relate to employing STrEaM teaching practices. Location of school (urban/rural) and level of teaching experience did not moderate the relationships between instructional and classroom efficacies and STrEaM teaching practices. However, years of teaching experience moderated the relationship between student engagement efficacy and teaching practice. The model derived from the current study is helpful to guide the policymakers and curriculum developers. © De La Salle University 2022. corrected publication 2022 |
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Abstract The study was undertaken to examine within a single model the relationships between the teachers’ perceived self-efficacy beliefs and their intention to practice STrEaM teaching in the classroom. The acronym STrEaM refers to the expansion of integrated STEM, merging it with a focus on reading, writing, and arts, for connecting the four STEM disciplines. Integrated STrEaM teaching overcomes the prevalent contention that the complexity of the suggested STEM teaching framework encumbers teachers performing cross-disciplinary STEM teaching in the classroom. Science and mathematics teachers who participated in an integrated STrEaM teaching workshop responded to the Teacher Self-Efficacy Scale and a STrEaM Teaching Practice Questionnaire. The data were analyzed using the Partial Least Square-Structural Equation Modeling approach to model the direct relationships between the three sub-scales of self-efficacy (instructional strategies, classroom management, student engagement self-efficacy) and STrEaM teaching practices and indirect moderating effects of location of the school and years of teaching on the relationships. A total of 472 (261 female, 211 male) science and mathematics teachers were included in the analyses. Study results reveal that the three subscales of self-efficacy directly relate to employing STrEaM teaching practices. Location of school (urban/rural) and level of teaching experience did not moderate the relationships between instructional and classroom efficacies and STrEaM teaching practices. However, years of teaching experience moderated the relationship between student engagement efficacy and teaching practice. The model derived from the current study is helpful to guide the policymakers and curriculum developers. © De La Salle University 2022. corrected publication 2022 |
| abstract_unstemmed |
Abstract The study was undertaken to examine within a single model the relationships between the teachers’ perceived self-efficacy beliefs and their intention to practice STrEaM teaching in the classroom. The acronym STrEaM refers to the expansion of integrated STEM, merging it with a focus on reading, writing, and arts, for connecting the four STEM disciplines. Integrated STrEaM teaching overcomes the prevalent contention that the complexity of the suggested STEM teaching framework encumbers teachers performing cross-disciplinary STEM teaching in the classroom. Science and mathematics teachers who participated in an integrated STrEaM teaching workshop responded to the Teacher Self-Efficacy Scale and a STrEaM Teaching Practice Questionnaire. The data were analyzed using the Partial Least Square-Structural Equation Modeling approach to model the direct relationships between the three sub-scales of self-efficacy (instructional strategies, classroom management, student engagement self-efficacy) and STrEaM teaching practices and indirect moderating effects of location of the school and years of teaching on the relationships. A total of 472 (261 female, 211 male) science and mathematics teachers were included in the analyses. Study results reveal that the three subscales of self-efficacy directly relate to employing STrEaM teaching practices. Location of school (urban/rural) and level of teaching experience did not moderate the relationships between instructional and classroom efficacies and STrEaM teaching practices. However, years of teaching experience moderated the relationship between student engagement efficacy and teaching practice. The model derived from the current study is helpful to guide the policymakers and curriculum developers. © De La Salle University 2022. corrected publication 2022 |
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Unveiling the Teachers’ Perceived Self-efficacy to Practice Integrated STrEaM Teaching |
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Karpudewan, Mageswary Roth, Wolff Michael |
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| score |
7.401101 |