Preservice Teachers' Self-Efficacy to Teach Primary Science Based on 'Science Learner' Typology

Autor/inn/en	Norris, Christina M.; Morris, Julia E.; Lummis, Geoffrey W.
Titel	Preservice Teachers' Self-Efficacy to Teach Primary Science Based on 'Science Learner' Typology
Quelle	In: International Journal of Science Education, 40 (2018) 18, S.2292-2308 (17 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Zusatzinformation	ORCID (Norris, Christina M.) ORCID (Morris, Julia E.)
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0950-0693
DOI	10.1080/09500693.2018.1528645
Schlagwörter	Preservice Teachers; Self Efficacy; Elementary School Science; Science Instruction; Preservice Teacher Education; Foreign Countries; Student Attitudes; Scientific Attitudes; Outcomes of Education; Pretests Posttests; Scientific Concepts; Australia + Suchen Sie Ihr Suchwort? Self-efficacy; Selbstwirksamkeit; Teaching of science; Science education; Natural sciences Lessons; Naturwissenschaftlicher Unterricht; Lehramtsstudiengang; Lehrerausbildung; Ausland; Schülerverhalten; Lernleistung; Schulerfolg; Australien
Abstract	According to international benchmarks [Thomson, S., Wernert, N., O'Grady, E., & Rodrigues, S. (2017). TIMSS 2015: Reporting Australia's results. Retrieved from Camberwell, Victoria: www.acer.edu.au/timss], Australia's science education is still in decline and so the need for further investigation into preservice teachers is warranted. Utilising data from a broader mixed methods doctoral study [Norris, C. M. (2017). Exploring the impact of postgraduate preservice primary science education on students' self-efficacy. Retrieved from http://ro.ecu.edu.au/theses/2040], this paper investigates the type of science learner entering into postgraduate preservice primary teacher education and how different learner types influence teacher self-efficacy and their effectiveness to teach science [Bleicher, R. (2009). Variable relationships among different science learners in elementary science-methods courses. International Journal of Science and Mathematics Education, 7(2), 293-313. doi:10.1007/s10763-007-9121-8]. In this study, data was derived from a modified STEBI-B questionnaire and focus group discussions that provided a deeper insight into the survey data. Participants (N = 274) were from a one-year Australian Graduate Diploma of Education Primary (GDEP) program. Bleicher's (2009) research on 'science learner types', which included Fearful, Disinterested, Successful and Enthusiastic learners, was used as a theoretical framework to categorise the participants. The study identified a new type of learner (Not Clearly Identifiable, n = 68), located in the middle of the other four categories, where individuals' attitudes and beliefs towards science had changed due to life experiences between secondary school and their GDEP program. Statistical analysis showed science learner types did influence participants' science teaching self-efficacy (STSE), giving suggestions for how this may affect tertiary teacher education courses. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01