| dc.contributor.author | Syltevik, Mali | en_US |
| dc.contributor.author | Peel, Anne | en_US |
| dc.date.accessioned | 2015-06-25T14:22:22Z | |
| dc.date.available | 2015-06-25T14:22:22Z | |
| dc.date.issued | 2014 | |
| dc.description | School of Education | en_US |
| dc.description.abstract | Albert Bandura's (1977) concept of self-efficacy, or one's belief in his/her ability to organize and execute a desired action, has been adopted by the educational community to examine some of the ways in which teachers understand and interact with their classroom environments (Bolshakova, 2011; Hamre et. al., 2008; Marcos, 2008; Nie 2013). The current study seeks to understand the ways in which STEM teacher self-efficacy in argument writing is generated and how it influences teachers pedagogical orientations. Additionally, this line of inquiry lead to a preliminary examination of the relationship between teacher self-efficacy and student identity. | en_US |
| dc.description.sponsorship | College of New Jersey (Ewing, N.J.). Office of Academic Affairs | en_US |
| dc.description.sponsorship | MUSE (Mentored Undergraduate Summer Experience) | en_US |
| dc.language.iso | en_US | en_US |
| dc.rights | File access restricted due to FERPA regulations | en_US |
| dc.subject | STEM teacher self-efficacy | en_US |
| dc.subject | Student identity | en_US |
| dc.subject | Pedagogical orientations | en_US |
| dc.title | “I’m not an English teacher”: Understanding the Relationship Among STEM Teacher Self-efficacy, Pedagogy, and Culture in the Classroom | en_US |
| dc.type | Poster | en_US |
| dc.type | Presentation | en_US |
| dc.type | Text | en_US |
| dc.identifier.handle | https://dr.tcnj.edu/handle/2900/155 | |
