The focus of this study was elementary preservice teachers’ development as effective teachers of science and mathematics as influenced by their participation in elementary science and mathematics methods courses. Preservice teachers’ reports of factors that influenced their perception of their teaching abilities were analyzed according to Bandura’s (1994) 4 sources of efficacy: mastery experiences, vicarious experiences, social persuasion, and stress reduction. This investigation allowed the researchers to evaluate the courses based on these sources. The analysis indicated all 4 sources influenced preservice teachers’ teaching self-efficacy beliefs, with mastery experiences considered the most influential. Embedded within discussions of mastery experiences were references to the other sources of efficacy, which suggest an interrelationship between mastery experiences and the other sources.
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Brand, B.R., Wilkins, J.L.M. Using Self-Efficacy as a Construct for Evaluating Science and Mathematics Methods Courses. J Sci Teacher Educ 18, 297–317 (2007). https://doi.org/10.1007/s10972-007-9038-7
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DOI: https://doi.org/10.1007/s10972-007-9038-7