Journal of Science Teacher Education

, Volume 22, Issue 2, pp 171–185

Preservice Elementary Teachers’ Development of Self-Efficacy and Confidence to Teach Science: A Case Study


DOI: 10.1007/s10972-010-9198-8

Cite this article as:
Gunning, A.M. & Mensah, F.M. J Sci Teacher Educ (2011) 22: 171. doi:10.1007/s10972-010-9198-8


This study examines the self-efficacy of one preservice elementary school teacher (Kasey) during and after her participation in Science in Childhood Education—a 16-week, elementary preservice science methods course. The case study of this teacher is situated in the context of the class as a whole. This is accomplished through interviewing the one teacher and examining artifacts and observations of the entire class. The results of these experiences are studied to determine what changes have taken place in the participants’ self-efficacy in science teaching as well as the one preservice teacher in greater detail. Because self efficacy is influential to student learning, the results of this study have significant implications for the design of elementary teacher education programs and the support of elementary teachers in teaching science.

Copyright information

© The Association for Science Teacher Education, USA 2010

Authors and Affiliations

  1. 1.Department of Mathematics, Science & Technology, Teachers CollegeColumbia UniversityNew YorkUSA
  2. 2.MonroeUSA
  3. 3.Jersey CityUSA