Abstract
Using structural equation modeling, we explored the relationship between practicing 5th and 6th grade elementary teachers' subject matter knowledge (SMK) of the science topics they are responsible for teaching and other factors, including teaching experience (number of years teaching current grade level), science teaching self-efficacy, formal science-related professional development opportunities, college science coursework, and instructional time devoted to science. Results indicate that teaching experience and science teaching self-efficacy were predictive of participants' science SMK; other factors only indirectly influenced science SMK through teachers' science teaching self-efficacy. Potential reasons and implications are discussed.
Sign-in/Register to access full text options 
Talk to us
Join us for a 30 min session where you can share your feedback and ask us any queries you have
Schedule a callDisclaimer: All third-party content on this website/platform is and will remain the property of their respective owners and is provided on "as is" basis without any warranties, express or implied. Use of third-party content does not indicate any affiliation, sponsorship with or endorsement by them. Any references to third-party content is to identify the corresponding services and shall be considered fair use under The CopyrightLaw.
