Designing Teaching and Reflection Experiences to Develop Candidates' Science Teaching Self-Efficacy

Autor/inn/en	Naidoo, Kara; Naidoo, Loren J.
Titel	Designing Teaching and Reflection Experiences to Develop Candidates' Science Teaching Self-Efficacy
Quelle	In: Research in Science & Technological Education, 41 (2023) 1, S.211-231 (21 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Zusatzinformation	ORCID (Naidoo, Kara) ORCID (Naidoo, Loren J.)
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0263-5143
DOI	10.1080/02635143.2021.1895098
Schlagwörter	Preservice Teachers; Graduate Study; Self Efficacy; Science Instruction; Learning; Teaching Experience; Reflection; Science Education; Self Esteem; Student Development; Beliefs; Outcomes of Education; Student Attitudes + Suchen Sie Ihr Suchwort? Aufbaustudium; Graduiertenstudium; Hauptstudium; Self-efficacy; Selbstwirksamkeit; Teaching of science; Science education; Natural sciences Lessons; Naturwissenschaftlicher Unterricht; Lernen; Naturwissenschaftliche Bildung; Self-esteem; Selbstaufmerksamkeit; Belief; Glaube; Lernleistung; Schulerfolg; Schülerverhalten
Abstract	Background: Teacher self-efficacy beliefs are known to be a predictor of future teaching practices and are related to teacher effectiveness and student learning. Science teaching self-efficacy beliefs are especially important in elementary school teacher preparation where candidates are traditionally less confident and interested in science. However, there is a lack of understanding as how to best structure science methods courses to allow candidates to become self-efficacious teachers of science. Purpose: This study draws attention to a science methods course structure and the experiences within the course that developed candidates' self-efficacy beliefs related to science teaching and learning. Sample: Participants were 50 teacher candidates enrolled in a Masters of Art in Childhood Education degree at a large, private university in the Northeast United States. Design and methods: A mixed-method triangulation design was employed to best capture the development of candidates' self-efficacy related to science teaching and learning. Data sources included the Science Teaching Efficacy Beliefs Instrument-B, weekly self-ratings on confidence as a learner and teacher as a science, and weekly reflective journal entries. Results: There was a significant increase in Personal Science Teaching Efficacy, Science Teaching Outcome Expectancy, and self-rating of confidence as teacher of science and as a learner of science. Qualitative data analysis identified similar transformations in candidates' science teaching self-efficacy. Conclusion: These findings provides evidence-based guidance for designing science methods courses that address Bandura's (1977) four sources of self-efficacy (emotional arousal, social persuasion, vicarious experience, and mastery experience) to allow for the development of candidates' science teaching self-efficacy and further elucidates the dynamic nature of self-efficacy development. Specific recommendations for the design of science methods courses are provided. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01