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Changes in Preservice Elementary Teachers’ Personal Science Teaching Efficacy and Science Teaching Outcome Expectancies: The Influence of Context

  • Published:
Journal of Science Teacher Education

Abstract

This study investigated contextual changes in perceptions of science teaching self-efficacy through pre-, post- and retrospective administrations of the Science Teaching Expectancy Belief Instrument (STEBI-B) among preservice elementary teachers when exposed to a science teaching methods course. Findings revealed that the number of postsecondary science courses completed, and prior school science experiences had a significant main effect on personal science teaching efficacy (PSTE) but not science teaching outcome expectancy (STOE). There was no evidence for significant interaction effects between variables on both efficacy subscales. The implications of this study relate to organization, structure, and dynamics of elementary science teacher preparation.

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Acknowledgements

The author thanks Drs. Mark Guy, Randall Bowden, Steven LeMire, and Tim Young for their valuable contributions, mentorship, and support of this work.

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  1. University of Manitoba, 234 Education Building, Winnipeg, MB, R3T 2N2, Canada

    Richard P. Hechter

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  1. Richard P. Hechter
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Correspondence to Richard P. Hechter.

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Hechter, R.P. Changes in Preservice Elementary Teachers’ Personal Science Teaching Efficacy and Science Teaching Outcome Expectancies: The Influence of Context. J Sci Teacher Educ 22, 187–202 (2011). https://doi.org/10.1007/s10972-010-9199-7

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  • DOI: https://doi.org/10.1007/s10972-010-9199-7

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