Self-efficacy as an instructor |
|
6.68 |
0.45 |
7 |
5.25 |
7 |
I know how to explain scientific procedures relevant to this course. |
−0.89 |
|
|
|
|
|
I know how to explain scientific concepts relevant to this course. |
−0.82 |
|
|
|
|
|
I have adequate levels of scientific knowledge to be able to confidently teach this laboratory course. |
−0.73 |
|
|
|
|
|
I know appropriate teaching strategies and approaches in order to teach this laboratory course. |
−0.68 |
|
|
|
|
|
Ownership over educational approach |
0 |
6.62 |
0.44 |
6.75 |
5 |
7 |
I think that students are positively engaged in this course. |
0.99 |
|
|
|
|
|
I believe that the way this course is designed is most suitable for the aims of this course. |
0.88 |
|
|
|
|
|
I am confident that the design of this course is of value to the student’s science education. |
0.81 |
|
|
|
|
|
This course reflects what I learned about effective scientific inquiry teaching. |
0.81 |
|
|
|
|
|
Trust relations with students |
0 |
6.35 |
0.47 |
6.37 |
5.13 |
7 |
It’s important to me to understand what my students’ educational goals are. |
0.68 |
|
|
|
|
|
I truly care about my students’ educational welfare. |
0.61 |
|
|
|
|
|
I’m confident that my students would say that I “get” them. |
0.43 |
|
|
|
|
|
Degree of community belonging |
0 |
5.9 |
0.91 |
6.14 |
2 |
7 |
I feel that I belong in the SEA-PHAGES community. |
0.78 |
|
|
|
|
|
I see myself as a phage-biologist I believe that my work contributes to the SEA-PHAGES community. |
0.57 |
|
|
|
|
|
I believe that my work contributes to the SEA-PHAGES community. |
0.58 |
|
|
|
|
|
The SEA-PHAGES community supports my pedagogical work. |
0.58 |
|
|
|
|
|
Membership in the SEA-PHAGES community has added value to my professional identity. |
0.62 |
|
|
|
|
|