Volume 4, Issue 1, February 2016, Page: 9-13
Science Teacher Confidence
Megan Kolby Noble, Somerset County Public Schools, Princess Anne, US
Received: Oct. 22, 2015;       Accepted: Jan. 23, 2016;       Published: Feb. 16, 2016
DOI: 10.11648/j.sjedu.20160401.12      View  3803      Downloads  123
The aim of this study was to determine if in-service teachers had similar anxiety to that of pre-service teachers, if the anxiety they felt towards teaching science could be attributed to similar factors as those that can predict anxiety in pre-service teachers, and whether teachers felt as though they were given opportunities to become more confident teachers. A survey was given to 48 science teachers in Somerset County, where 65% of those teachers participated. After reviewing survey responses, it can be concluded that while the majority of in-service teachers in Somerset County feel confident in their ability to teach science, they were less prepared, in the way research suggests is necessary, to teach science confidently. The study discusses possible reasons for heightened confidence and suggestions to further increase teacher confidence.
Science, Anxiety, Confidence, in-service, Teaching
To cite this article
Megan Kolby Noble, Science Teacher Confidence, Science Journal of Education. Vol. 4, No. 1, 2016, pp. 9-13. doi: 10.11648/j.sjedu.20160401.12
Copyright © 2016 Authors retain the copyright of this article.
This article is an open access article distributed under the Creative Commons Attribution License (http://creativecommons.org/licenses/by/4.0/) which permits unrestricted use, distribution, and reproduction in any medium, provided the original work is properly cited.
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