Program of intervention for the improvement of the beliefs of self-efficacy in the classes of sciences intervention program to improve the self-efficacy beliefs in science classes

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Published: Dec 21, 2014
DOI: https://doi.org/10.17060/ijodaep.2014.n1.v5.649
Keywords:
Self-Efficacy teaching science initial teaching education

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María Brígido Mero
UNEX
Ana Belén Borrachero Cortés
UNEX
Mª Luisa Bermejo García
UNEX
Mª Antonia Dávila Acedo
UNEX

Abstract

This paper offers the description about a intervention program designed as a result of a study about the affective domain aroused in prospective Primary teachers in their initial teacher education during their science classes, with the result of negative self-efficacy beliefs. The aim is an improving of the self-efficacy beliefs in their science teaching practices, as of some activities in three timeframes: before, during and after their practices in the schools. The total sample was 11 prospective Primary teachers. The results showed that there is a relationship between the beliefs as students and as teachers, as well as an improvement in the self-efficacy believes as science teachers after a metacognitive emotional intervention program. The findings show the importance of the affective domain and of the emotional training in the teachers teaching.

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How to Cite
Brígido Mero, M., Borrachero Cortés, A. B., Bermejo García, M. L., & Dávila Acedo, M. A. (2014). Program of intervention for the improvement of the beliefs of self-efficacy in the classes of sciences intervention program to improve the self-efficacy beliefs in science classes. International Journal of Developmental and Educational Psychology. Revista INFAD De Psicología., 5(1), 73–80. https://doi.org/10.17060/ijodaep.2014.n1.v5.649
Issue
Vol. 5 No. 1 (2014): THE POWER OF EMOTIONS: POSITIVE PSYCHOLOGY
Section
Articles
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