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Enhancing science teaching self-efficacy in preservice elementary teachers

  • Published:
Journal of Elementary Science Education

Abstract

Many studies have defined science anxiety, attitude toward science and low science teaching self-efficacy. This paper attempts to show the interrelatedness of these traits, and using the construct of personal self-efficacy as a foundation, describe methods for building science teaching confidence in preservice teachers. Teaching self-efficacy beliefs refers to teachers' confidence in their own teaching abilities which is reflected in their teaching behaviors. To improve the ability, effectiveness and feelings of success in elementary teachers, science educators need to include strategies to improve attitudes toward science and increase teaching self-efficacy in teacher preparation courses.

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Authors and Affiliations

  1. doctoral candidate in science education at Kansas State University, Manhattan, Kansas

    Linda Ramey-Gassert

  2. Coordinator of the Collaborative Outreach Education Program at the Chicago Botanic Garden, 60022-0400, Glencoe, IL

    Linda Ramey-Gassert

  3. Kansas State University, 66506, Manhattan, Kansas

    M. Gail Shroyer (Assistant Professor of Science Education and Associate Director of the Center for Science Education)

Authors
  1. Linda Ramey-Gassert
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  2. M. Gail Shroyer
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Ramey-Gassert, L., Shroyer, M.G. Enhancing science teaching self-efficacy in preservice elementary teachers. J Elem Sci Edu 4, 26–34 (1992). https://doi.org/10.1007/BF03173752

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  • DOI: https://doi.org/10.1007/BF03173752

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