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Sources of Science Teaching Self-Efficacy for Preservice Elementary Teachers in Science Content Courses

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Abstract

Self-efficacy beliefs play a major role in determining teachers’ science teaching practices and have been a topic of great interest in the area of preservice science teacher education. This qualitative study investigated factors that influenced preservice elementary teachers’ science teaching self-efficacy beliefs in a physical science content course. The primary data sources included Science Teaching Efficacy Belief Instrument-B (STEBI-B) responses, two semi-structured interviews, classroom observations, and artifacts. Analysis of STEBI-B data was used to select 18 participants with varying levels of self-efficacy beliefs: low, medium, and high. Four categories representing course-related factors contributing towards participants’ science teaching self-efficacy beliefs were found: (1) enhanced science conceptual understandings, (2) active learning experiences, (3) teaching strategies, and (4) instructor as a role model. While some course elements such as hands-on learning experiences and inquiry-based teaching strategies seemed to impact all groups positively, the low-group participants were particularly benefited from the ways in which science concepts were presented and the pace at which learning progressed. One implication from this study is that science educators could include elements within science content courses to potentially support preservice teachers with varied initial levels of science teaching self-efficacy.

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Author information

Authors and Affiliations

  1. Towson University, 8000 York Road, Towson, MD, 21252, USA

    Deepika Menon

  2. The ReSTEM Institute: Reimaging & Researching STEM Education, University of Missouri, Columbia, MO, USA

    Troy D. Sadler

Authors
  1. Deepika Menon
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  2. Troy D. Sadler
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Corresponding author

Correspondence to Deepika Menon.

Appendix 1. Interview questions (part 1)

Appendix 1. Interview questions (part 1)

  1. 1.

    Do you see yourself as a science teacher?

  2. 2.

    What motivates you to be a science teacher?

  3. 3.

    Summarize your experiences from your high school science classes? (example, how learning happened in your science classes in high school).

  4. 4.

    What were some of the methods your teachers used in your high school science classes? (example, lecture mostly, hands-on experiments, PowerPoint lectures).

  5. 5.

    Please tell the experiences from the science classes in college prior to the physical science content course?

  6. 6.

    Have you taught science before? If so, summarize your teaching experiences?

Appendix 2. Interview questions (part 2)

  1. 1.

    Do you see yourself as a science teacher? Has your view of yourself as a science teacher changed? How? Is this view of yourself one you like? Why? Why not?

  2. 2.

    Do you think your beliefs about science have changed by taking this physics course? How?

  3. 3.

    Describe your experiences in this physics content course that have influenced your beliefs about science? Give an example of something you used to think about science that has changed now?

  4. 4.

    What aspects of the course (example, lectures, teaching models, classroom activities (specify), explanations, assessments) influenced your present beliefs about science? You may describe specific incidents that happened within the course if you like.

  5. 5.

    Do you think your beliefs about science teaching have changed by taking this physics course? How is this change related to this course?

  6. 6.

    Describe your experiences in this physics content course that have influenced your beliefs and confidence to teach science? You may describe specific incidents that happened within the course if you like or you may describe something about how the course was taught that helped you visualize a new way to teach.

  7. 7.

    What aspects of the course do you think (example, lectures, teaching models, classroom activities (specify), explanations, assessments) contributed to your change in beliefs about science teaching? For example, was there something about the way your teacher interacted with the class or with you that contributed to your changed beliefs?

  8. 8.

    Did this physics content course prepare you for the challenges that you may face when teaching science? In what ways do you think the course prepared you? In what ways do you think the course did not prepare you?

  9. 9.

    Do you think your students will be able to learn physics as a consequence of your teaching? Why do you think so?

  10. 10.

    Do you think your science teaching will make a difference in your students’ achievement? Why do you think so?

  11. 11.

    What more could this physics content class have done to better prepare you to effectively teach science?

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Menon, D., Sadler, T.D. Sources of Science Teaching Self-Efficacy for Preservice Elementary Teachers in Science Content Courses. Int J of Sci and Math Educ 16, 835–855 (2018). https://doi.org/10.1007/s10763-017-9813-7

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  • DOI: https://doi.org/10.1007/s10763-017-9813-7

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