Abstract
The context of this paper is a Danish/American study that addresses the influence of school values and traditions on new teachers by looking at their science teaching self-efficacies both before they enter into a new school environment and at intervals after they have begun to teach. The purpose of the work reported here was to adapt the Science Teaching Efficacy Beliefs Instrument (STEBI) (Riggs & Enochs, 1990) for use in Denmark. Because the ‘new’ instrument had to be crafted to assess self-efficacy among science teachers in another culture, mere translation was not possible. Initial versions of the instrument were written, back translated and rewritten, based on differing cultural values. The reliability of both scales of the new instrument (STEBI-DK) were favourable (self-efficacy a=.93; outcome expectations a= .86), when compared to previous versions of STEBI. Cultural, attitudinal or preparatory differences between Danish and American pre-service elementary teachers were revealed in significantly different scores on our trial version of our STEBI-DK instrument. The longer term educational utility of STEBI-DK will be to sample and track the self-efficacies of pre-service elementary teachers of science during their first years of teaching.
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Andersen, A.M., Dragsted, S., Evans, R.H., Sørensen, H. (2003). Transforming the Standard Instrument for Assessing Science Teacher’s Self-Efficacy Beliefs (STEBI) for Use in Denmark. In: Psillos, D., Kariotoglou, P., Tselfes, V., Hatzikraniotis, E., Fassoulopoulos, G., Kallery, M. (eds) Science Education Research in the Knowledge-Based Society. Springer, Dordrecht. https://doi.org/10.1007/978-94-017-0165-5_41
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DOI: https://doi.org/10.1007/978-94-017-0165-5_41
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