Sources of Science Teaching Self-Efficacy for Preservice Elementary Teachers in Science Content Courses

Autor/inn/en	Menon, Deepika; Sadler, Troy D.
Titel	Sources of Science Teaching Self-Efficacy for Preservice Elementary Teachers in Science Content Courses
Quelle	In: International Journal of Science and Mathematics Education, 16 (2018) 5, S.835-855 (21 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1571-0068
DOI	10.1007/s10763-017-9813-7
Schlagwörter	Self Efficacy; Science Instruction; Preservice Teachers; Preservice Teacher Education; Elementary School Curriculum; Beliefs; Qualitative Research; Physical Sciences; Performance Factors; Semi Structured Interviews; Active Learning; Learning Experience; Teaching Methods; Role Models; Concept Teaching; Student Teacher Attitudes; Observation + Suchen Sie Ihr Suchwort? Self-efficacy; Selbstwirksamkeit; Teaching of science; Science education; Natural sciences Lessons; Naturwissenschaftlicher Unterricht; Lehramtsstudiengang; Lehrerausbildung; Belief; Glaube; Qualitative Forschung; Natural sciences; Naturwissenschaften; Naturwissenschaft; Leistungsindikator; Aktives Lernen; Lernerfahrung; Teaching method; Lehrmethode; Unterrichtsmethode; Identifikationsfigur; Beobachtung
Abstract	Self-efficacy beliefs play a major role in determining teachers' science teaching practices and have been a topic of great interest in the area of preservice science teacher education. This qualitative study investigated factors that influenced preservice elementary teachers' science teaching self-efficacy beliefs in a physical science content course. The primary data sources included Science Teaching Efficacy Belief Instrument-B (STEBI-B) responses, two semi-structured interviews, classroom observations, and artifacts. Analysis of STEBI-B data was used to select 18 participants with varying levels of self-efficacy beliefs: low, medium, and high. Four categories representing course-related factors contributing towards participants' science teaching self-efficacy beliefs were found: (1) enhanced science conceptual understandings, (2) active learning experiences, (3) teaching strategies, and (4) instructor as a role model. While some course elements such as hands-on learning experiences and inquiry-based teaching strategies seemed to impact all groups positively, the low-group participants were particularly benefited from the ways in which science concepts were presented and the pace at which learning progressed. One implication from this study is that science educators could include elements within science content courses to potentially support preservice teachers with varied initial levels of science teaching self-efficacy. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01