Elementary Science Teachers' Self-Efficacy: A Case Study

Autor/in	Perez-Arias, Maria E.
Titel	Elementary Science Teachers' Self-Efficacy: A Case Study
Quelle	(2023), (119 Seiten) PDF als Volltext Verfügbarkeit Ed.D. Dissertation, Northcentral University
Sprache	englisch
Dokumenttyp	gedruckt; online; Monographie
ISBN	979-8-3797-2779-6
Schlagwörter	Hochschulschrift; Dissertation; Elementary School Teachers; Self Efficacy; Science Instruction; Teacher Competencies; Teacher Attitudes; Knowledge Level; Preservice Teacher Education; Time; Barriers; Resources + Suchen Sie Ihr Suchwort? Thesis; Dissertations; Academic thesis; Elementary school; Teacher; Teachers; Grundschule; Volksschule; Lehrer; Lehrerin; Lehrende; Self-efficacy; Selbstwirksamkeit; Teaching of science; Science education; Natural sciences Lessons; Naturwissenschaftlicher Unterricht; Lehrkunst; Lehrerverhalten; Wissensbasis; Lehramtsstudiengang; Lehrerausbildung; Zeit; Betriebsmittel; Hilfsmittel
Abstract	The problem addressed in this study was some early elementary teachers have low self-efficacy about their scientific knowledge and ability to support children's scientific learning; consequently, they are less likely to dedicate instructional time to science. The purpose of this qualitative case study was to investigate how elementary school teachers' self-efficacy about teaching science affected their instructional practices regarding science. The framework for this study was Albert Bandura's self-efficacy theory. The sample for this study consisted of eight certified elementary school teachers who have taught science for at least two consecutive years in an elementary public school or an elementary public charter school. This study was guided by two research questions. The first inquired about elementary teachers' perceptions of their scientific knowledge when teaching elementary school science, and the second focused on what elementary teachers identify as affecting their self-efficacy regarding teaching science. Data was gathered through semi-structured interviews and reflection journals. Interview and reflection journal data were analyzed using constant comparative analysis strategies, searching for patterns, insights, and concepts to identify common themes. Overall, it was found that teachers' self-efficacy depends on many factors, including teacher preparation courses, level of scientific knowledge, lack of time, availability of resources, and concerns about their scientific knowledge. Having a low self-efficacy about teaching elementary school science can affect a teacher's ability to be effective in the classroom. A recommendation for practice is for teacher preparation programs to improve their science courses' academic offerings and for school districts to provide more professional development on science content and how to teach science. Future research should investigate how time and resources affect elementary science teachers' self-efficacy. [The dissertation citations contained here are published with the permission of ProQuest LLC. Further reproduction is prohibited without permission. Copies of dissertations may be obtained by Telephone (800) 1-800-521-0600. Web page: http://www.proquest.com/en-US/products/dissertations/individuals.shtml.] (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01