Asia-Pacific Forum on Science Learning and Teaching, Volume 14, Issue 2, Article 5 (Dec., 2013) Ana Belén BORRACHERO, María BRÍGIDO, Emilio COSTILLO, M. Luisa BERMEJO and Vicente MELLADO Relationship between self-efficacy beliefs and emotions of future teachers of Physics in secondary education Contents Next

Relationship between self-efficacy beliefs and emotions of future teachers of Physics in secondary education

 

Ana Belén BORRACHERO¹, María BRÍGIDO¹, Emilio COSTILLO¹, M. Luisa BERMEJO² and Vicente MELLADO¹.

¹University of Extremadura, Faculty of Education, Department of Didactics of Experimental Sciences and Mathematics, Badajoz, SPAIN.

²University of Extremadura, Faculty of Education, Department of Psychology and Anthropology, Badajoz, SPAIN.

E-mail: aborcor@unex.es

Received 4 Jul., 2013
Revised 31 Dec., 2013

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Contents

• Abstract
• Introduction
• Method
• Objective
• Sample
• Data collection instrument
• Analysis procedure
• Results
• Conclusions
• References

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Abstract

The self-efficacy beliefs of prospective teachers of secondary education in their physics classes are analysed, observing their perceived ability to successfully teach their students and to relate to the emotions they foresee in their future physics classes. To this end, a questionnaire was designed inquiring into the possible emotions they might feel when teaching physics content. The sample consisted of 178 prospective secondary education teachers of the University of Extremadura in Badajoz (Spain) taking the official pædagogical aptitude course (the “CAP”) during the 2008/2009 academic year. Generally, the results showed the prospective teachers to feel qualified to teach physics content with the training they had received in their respective undergraduate degree courses. Positive self-efficacy decreased and negative self-efficacy increased if there existed negative emotions.

Keywords: emotions, self-efficacy, pre-service secondary teacher, physics.