Journal of Elementary Science Education

, Volume 13, Issue 1, pp 31–41

Investigating preservice elementary teachers’ self-efficacy relative to self-image as a science teacher

Authors

    • Department of Curriculum and InstructionWestern Illinois University
Article

DOI: 10.1007/BF03176931

Cite this article as:
Finson, K.D. J Elem Sci Edu (2001) 13: 31. doi:10.1007/BF03176931

Abstract

This paper is part of the examination of a pilot investigation into the possible relation ship between preservice teachers’ self-efficacy and perceptions of self as a science teacher Self-efficacy was measured using the Science Teaching Efficacy Belief Instrument, Form B (STEBI-B) developed by Riggs and Enochs (1990). Perceptions of self as a science teacher were measured using the revised DASTT-C. In this instance, pretest and posttest data generated by both instruments for a single elementary science methods class were utilized and compared. In addition, preservice teachers wrote brief narrative descriptions of their drawings. These data were compared in an attempt to determine if any relationship appears to exist between DASTT-C and STEBI scores.

Copyright information

© Springer 2001