Teacher self-efficacy for teaching contemporary topics in chemistry

Leading team

Dr. Ron Blonder

Postdocs and students

Naama Benny


Attitudes and belief of teachers act as a filter that can inhibit or promote any change in the educational system (Helms & Stokes, 2013). In longitudinal research we studied teachers’ transfer of non-traditional teaching methods from a teaching module on nanotechnology that they developed to their general teaching of chemistry. We found that teaching efficacy and organizational self-efficacy play an important role in order to promote and maintain a change in the teaching methods.

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