Constructing a Doubt-Free Teaching Self: Self-Efficacy, Teacher Identity, and Science Instruction within Diverse Settings

Autor/inn/en	Settlage, John; Southerland, Sherry A.; Smith, Leigh K.; Ceglie, Robert
Titel	Constructing a Doubt-Free Teaching Self: Self-Efficacy, Teacher Identity, and Science Instruction within Diverse Settings
Quelle	In: Journal of Research in Science Teaching, 46 (2009) 1, S.102-125 (24 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0022-4308
DOI	10.1002/tea.20268
Schlagwörter	Preservice Teachers; Self Efficacy; Student Diversity; Professional Development; Science Instruction; Elementary School Teachers; Teacher Education Programs; Higher Education; Science Teachers; Interviews; Learning Theories + Suchen Sie Ihr Suchwort? Self-efficacy; Selbstwirksamkeit; Teaching of science; Science education; Natural sciences Lessons; Naturwissenschaftlicher Unterricht; Elementary school; Teacher; Teachers; Grundschule; Volksschule; Lehrer; Lehrerin; Lehrende; Hochschulbildung; Hochschulsystem; Hochschulwesen; Science; Science teacher; Wissenschaft; Interviewing; Interviewtechnik; Learning theory; Lerntheorie
Abstract	This study examined the influence of field placements settings with varying demographic profiles on preservice elementary teachers. Data were gathered at three points during the participants' final year in their teacher preparation program in order to chart changes over time in science teaching self-efficacy beliefs. These measures were supplemented by interviews to investigate attitudes about teaching science in diverse settings. Gee's identity framework (2000) and the dimensions of teacher development described by Bullough et al. [Bullough et al. [2004] "Teachers and Teaching: Theory and Practice" 10:365-394] were employed as interpretive tools. Statistical analyses of teaching self-efficacy scores revealed marginal changes over time. Individual interviews revealed no discernible influence upon the teacher candidates' perceptions of science teaching selves that could be attributed to the demographics of their field placements. Emerging from this study was the previously underappreciated value of self-doubt as a factor in motivating preservice teachers. The findings call into question the tendency to use heightened teaching self-efficacy as an indicator of individual or programmatic success. This examination of preservice teacher development over the final year of a preparatory program, especially when considered in light of student diversity, demonstrates the soundness of Dewey's claim that uncertainty is a crucial component of learning and knowing. (Contains 2 tables, 2 figures, and 1 note.) (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2017/4/10