Investigating the Correlation between Preservice Elementary Teachers' Self-Efficacy and Science Teaching Practices

Autor/inn/en	Kruse, Jerrid; Henning, Joleen; Wilcox, Jesse; Carmen, Katherine; Patel, Neal; Seebach, Colin
Titel	Investigating the Correlation between Preservice Elementary Teachers' Self-Efficacy and Science Teaching Practices
Quelle	In: Journal of Science Teacher Education, 32 (2021) 4, S.469-479 (11 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Zusatzinformation	ORCID (Kruse, Jerrid) ORCID (Henning, Joleen) ORCID (Wilcox, Jesse)
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1046-560X
DOI	10.1080/1046560X.2020.1861767
Schlagwörter	Correlation; Preservice Teachers; Science Instruction; Instructional Effectiveness; Middle School Students; Grade 6; Practicums; Self Efficacy; Methods Courses; Private Colleges + Suchen Sie Ihr Suchwort? Korrelation; Teaching of science; Science education; Natural sciences Lessons; Naturwissenschaftlicher Unterricht; Unterrichtserfolg; Middle school; Middle schools; Student; Students; Mittelschule; Mittelstufenschule; Schüler; Schülerin; School year 06; 6. Schuljahr; Schuljahr 06; Practicum; Praktikum; Praktika; Self-efficacy; Selbstwirksamkeit; Methodisch-didaktische Anleitung; Privathochschule
Abstract	A high self-efficacy in teaching is sometimes used as a kind of litmus test of science teaching practices. However, the connection between self-efficacy and teaching effectiveness is not well established. Therefore, this study sought to investigate the connections between self-efficacy and enacted science teaching of preservice elementary teachers. More specifically, we sought to answer the question: Is preservice elementary teachers' science teaching self-efficacy correlated to their science teaching practices? To investigate this question, preservice elementary teachers (N = 48) were given the Science Teaching Self-Efficacy Belief Instrument (STEBI-B) and asked to submit a video of their science teaching which was analyzed using the Local Systemic Change Classroom Observation Protocol (LSC-COP). Because LSC-COP produces ordinal data, the relationship between the STEBI-B and LSC-COP was investigated using the Spearman Rho correlation coefficient. Analysis of these data indicate no significant correlation between self-efficacy and science teaching practices. This study highlights the potential risk of using self-efficacy as a litmus test for positive changes in instruction. Although self-efficacy may not be directly related to science teaching practices in the population of preservice elementary teachers, we discuss ways self-efficacy may indirectly impact teaching practice. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01