Research On The Development Of Self-efficacy Of Science And Technology Prospective Teachers In Project-based Learning

Project-based learning is a teaching method widely used in the field of teaching,and it has set off a wave of project-based learning in primary and secondary schools.The teacher will teach his future students in the way he was taught.Therefore,setting up project-based teaching in teacher training can allow teachers to participate in it as students and learn more about the students’ learning process.Teachers’ self-efficacy is an important internal mechanism for their self-development.Teachers with high-efficiency can make more efforts in their study and work to help students grow and achieve self-improvement.The research object of this study is the science and technology prospective teachers who participated in the 20 th Xinghua Innovation Practice Teacher Class.In order to understand whether project-based learning has an impact on the self-efficacy of the science and technology prospective teachers,the study adjusted the existing scale with reference to the existing scale,and then conducted a pre-and post-test of self-efficacy on 44 trainees.The results show that project-based learning can improve the self-efficacy of science and technology prospective teachers,and can reduce the self-efficacy gap between undergraduates and graduate students.Among them,the improvement of self-efficacy of undergraduates after project-based learning is more obvious.In order to more specifically understand the self-efficacy in the process of dynamic change,this study selected 90 blogs published by 30 students on Xinghua Science Education Network as the analysis data,and used Nvivo11 software for analysis.The results show that the high self-efficacy of science and technology prospective teachers in project-based learning is reflected in six aspects:thinking development,psychological state,behavioral performance,learning state,self-perception,and self-demand;the main sources of self-efficacy of science and technology prospective teachers are as follows: Four aspects: curriculum,self,teachers,peers;the influencing factors in the development of science and technology teachers’ self-efficacy are: influence of others,self-experience,self-regulation,surprise events,overconfidence,encounter difficulties,learning styles,and task difficulty.Discovering the source of self-efficacy will help students to improve their understanding of the ways of improving their self-efficacy;focusing on the influencing factors in the development of self-efficacy can provide methods for improving self-efficacy in similar teacher training.