Investigating Preservice Teachers' Science Teaching Self-Efficacy: An Analysis of Reflective Practices

Autor/inn/en	Menon, Deepika; Azam, Saiqa
Titel	Investigating Preservice Teachers' Science Teaching Self-Efficacy: An Analysis of Reflective Practices
Quelle	In: International Journal of Science and Mathematics Education, 19 (2021) 8, S.1587-1607 (21 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Zusatzinformation	ORCID (Menon, Deepika)
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1571-0068
DOI	10.1007/s10763-020-10131-4
Schlagwörter	Preservice Teachers; Preservice Teacher Education; Methods Courses; Elementary School Science; Self Efficacy; Reflective Teaching; Field Experience Programs; Public Colleges; Foreign Countries; North America + Suchen Sie Ihr Suchwort? Lehramtsstudiengang; Lehrerausbildung; Methodisch-didaktische Anleitung; Self-efficacy; Selbstwirksamkeit; Praxisnahes Lernen; Ausland; Nordamerika
Abstract	The purpose of this mixed methods research was to investigate the development of 55 preservice elementary teachers' science teaching self-efficacy beliefs through analysis of their reflective practices in a science method course. This year-long study was conducted at two public universities located in the USA and Canada. Within the theoretical frameworks of science teaching self-efficacy and reflective practice, we examined how and in what ways preservice teachers' reflections on their past science experiences and current science teaching practices contributed to their self-efficacy beliefs. Data were collected from pre- and post-course administrations of the Science Teaching Efficacy Belief Instrument-B (STEBI-B), written science autobiographies, written reflection papers, classroom observations, and artifacts. A repeated-measures analysis of variance (ANOVA) was used to test the significance of the differences between the pre- and post-course survey scores. The results indicated statistically significant gains in participants' science teaching self-efficacy beliefs. The qualitative analysis revealed that preservice teachers' initial self-efficacy beliefs evolved through years of formal and informal interactions with science. New levels of self-efficacy were reached, as evident from participants' self-reflection on their field teaching. The findings indicate the importance of field experiences and reflective practices for preservice elementary teachers' preparation and science teaching self-efficacy. The study offers implications for preservice teacher education programs, science teacher education, and research. (As Provided).
Anmerkungen	Springer. Available from: Springer Nature. One New York Plaza, Suite 4600, New York, NY 10004. Tel: 800-777-4643; Tel: 212-460-1500; Fax: 212-460-1700; e-mail: customerservice@springernature.com; Web site: https://link.springer.com/
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01