Changes in Preservice Teachers’ Self-Efficacy: From Science Methods to Student Teaching

Smolleck, Lori A.; Mongan, Allison M.

doi:10.5539/jedp.v1n1p133

Cited by 34 publications

(26 citation statements)

References 36 publications

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“…Compared to international averages, teachers spent 29% less time on science teaching per year in Grades 4 and 5 and 47% less time in Grades 8 and 9 . In comparison with general CAS, engaging students in complex and authentic inquiry learning is time-consuming in nature, and lack of time has been a common area of concern for many teachers (Murphy et al, 2007;Smolleck and Mongan, 2011;Chichekian and Shore, 2016). Previous studies have demonstrated the effectiveness of inquiry activities as a basis for quality teaching to enhance science achievement (e.g., .…”

Section: The Role Of Teacher Self-efficacy and Perceived Time Constramentioning

confidence: 99%

“…Teachers often feel a lack of confidence in enacting CAS in their practice (Murphy et al, 2007). These student-centered approaches are also demanding for teachers as they tend to be more timeconsuming (Murphy et al, 2007;Powell-Moman and Brown-Schild, 2011;Smolleck and Mongan, 2011;Wang, 2011;Chen and Wei, 2015). Although previous research has indicated that teachers who feel confident in their teaching abilities are more likely to develop challenging lessons (Holzberger et al, 2014;Depaepe and König, 2018), it has not yet become clear how both teachers' self-efficacy and the perceived time constraints are related to the implementation of CAS.…”

Section: Introductionmentioning

confidence: 99%

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More isn't always better: The curvilinear relationship between inquiry-based teaching and student achievement in science

Teig

Scherer

Nilsen

2018

Learning and Instruction

104

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Considerable research has demonstrated that teachers' self-efficacy plays a major role in implementing instructional practices. Only few studies, however, have examined the interplay between how teachers' self-efficacy and the challenges that lie outside their influence are related to their implementation of cognitive-activation strategies (CASs), especially in science classrooms. Using the Trends in Mathematics and Science Study 2015 data from science teachers in Grades 4, 5, 8, and 9, we explored the extent to which teachers' self-efficacy in science teaching and the perceived time constraints explained variations in the enactment of general and inquiry-based CAS. Findings from the overall sample showed that highly self-efficacious teachers reported more frequent implementation of both general and inquiry-based CAS, whereas those who perceived strong time constraints reported a less frequent use of inquiry-based CAS. These relationships also existed across grade levels, except on the relations between perceived time constraint and inquiry-based CAS, which was only significant for the science teachers in Grade 9. We discuss these findings in light of variations in the core competencies of science curriculum, teachers' competences, and the resources for science activities between primary and secondary education. We also point to the theoretical implications of this study for enhancing the conceptual understanding of generic and specific aspects of CAS and the practical implications for teacher education, professional development, and educational policy.

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Section: The Role Of Teacher Self-efficacy and Perceived Time Constramentioning

confidence: 99%

Section: Introductionmentioning

confidence: 99%

More isn't always better: The curvilinear relationship between inquiry-based teaching and student achievement in science

Teig

Scherer

Nilsen

2018

Learning and Instruction

104

View full text Add to dashboard Cite

show abstract

“…Bursal (2007) suggested that this course should include professional experience as well as the activities in the science teaching course to increase the science teaching self-efficacy of the prospective classroom teachers. Similarly, Smolleck and Mongan (2011) have observed that well-planned science methods and teaching practice experience have improved the science teaching self-efficacy of prospective classroom teachers.…”

Section: Discussionmentioning

confidence: 87%

The Effect of Metacognitive Strategies on Prospective Teachers’ Metacognitive Awareness and Self Efficacy Belief

Yıldız

Akdağ²

2017

JETS

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The purpose of the research study was to investigate the effects of the metacognitive strategies used in the course Science and Technology Instruction-II on prospective teachers' metacognitive awareness, science teaching self efficacy belief and teacher self efficacy belief. The research group was composed of 87 third grade students from the Primary Education Department at the Faculty of Education at Cumhuriyet University in Sivas, Turkey. Experimental method with pre-test and post-test control group was used in the study. Metacognitive Awareness Inventory, Science Teaching Efficacy Beliefs Inventory-B (STEBI-B) and Teacher Self Efficacy Beliefs Inventory were utilized as pre-test and post-test. Journals and metacognitive questions were used in experimental group training. The research findings indicated that metacognitive strategies increased the prospective teachers' metacognitive awareness and teacher self efficacy belief but they did not increase students' science teaching self efficacy belief so much as to constitute a significant difference between the pre-test.

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“…Based on this method, people, events, objects or cases who/which meet the pre-defined qualities would then be selected to answer the research question [55].In this research, the first criterion was the grade of the participants. As the processes experienced in teacher training programs are effective on the pre-service teachers' self-efficacy beliefs [56][57][58][59], and motivation towards teaching profession [60,61], the senior pre-service history teachers who were closer to graduation were selected as participants.…”

Section: Participantsmentioning

confidence: 99%

Turkish Pre-service History Teachers' Self-efficacy Beliefs and Motivations on the Teaching Profession

Akçalı¹

2017

ujer

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This study aims to identify the self-efficacy beliefs and motivations of Turkish pre-service history teachers, with respect to "the teaching profession in general", as well as "the history teaching profession specifically". With a descriptive aim, is the study will be based survey research. The research uses an explanatory mixed method research design based on both quantitative and qualitative approaches. The participants of this study were 40 pre-service senior grade history teachers from two teacher training institutions in Turkey. The data were collected through a self-efficacy questionnaire form and interviews that were carried out during the spring semester of the 2015-2016 academic year. The results showed that the majority of the pre-service history teachers had generally high self-efficacy beliefs on both "generic teacher competencies" and "subject-specific competencies for history teachers" and high motivational perceptions. However, the participants' self-efficacy beliefs and motivation for the history teaching profession specifically were shown to be higher than their self-efficacy beliefs and motivation for the teaching profession in general. Furthermore, when the data were analyzed in terms of the relationship between self-efficacy beliefs and motivations, it was identified that there is a relationship between the two to a certain extent.

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Changes in Preservice Teachers’ Self-Efficacy: From Science Methods to Student Teaching

Cited by 34 publications

References 36 publications

More isn't always better: The curvilinear relationship between inquiry-based teaching and student achievement in science

More isn't always better: The curvilinear relationship between inquiry-based teaching and student achievement in science

The Effect of Metacognitive Strategies on Prospective Teachers’ Metacognitive Awareness and Self Efficacy Belief

Turkish Pre-service History Teachers' Self-efficacy Beliefs and Motivations on the Teaching Profession

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