Investigating Preservice Elementary Teachers’ Subject-Specific Self-Efficacy in Teaching Science

Sultan, Adam A. Al

doi:10.29333/ejmste/7801

Cited by 6 publications

(4 citation statements)

References 30 publications

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“…Informants experience gives them confidence in writing important information, predicting completion steps, and selecting a more systematic settlement method. These findings support previous studies, which found that experience is one of the factors that influence a person's sense of self-efficacy (Al Sultan, 2020;Bandura, 1995;Gao, 2020;Kandil & Işıksal-Bostan, 2018;Sadi & Dağyar, 2015;Šorgo et al, 2017).…”

Section: Discussionsupporting

confidence: 91%

Mathematics Pre-Service Teachers’ Numerical Thinking Profiles

Subekti¹,

Sukestiyarno²,

Wardono³

et al. 2022

EUROPEAN J ED RES

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<p style="text-align: justify;">Numerical thinking is needed to recognize, interpret, determine patterns, and solve problems that contain the context of life. Self-efficacy is one aspect that supports the numerical thinking process. This study aims to obtain a numerical thinking profile of Mathematics pre-service teachers based on self-efficacy. This study used descriptive qualitative method. The data obtained were based on the results of questionnaires, tests, and interviews. The results of the self-efficacy questionnaire were analyzed and categorized (high, moderate, and low). Two informants took each category. The results showed the following: informants in the high self-efficacy category tend to be able to interpret information, communicate information, and solve problems with systematic steps. Informants in the moderate self-efficacy category tend to be able to interpret and communicate information, but tend to be hesitant in choosing the sequence of problem-solving steps. Meanwhile, informants in the low self-efficacy category tend not to be able to fully interpret the information. As a result, the process of communicating information and solving problems goes wrong. Another aspect found in this study is the need for experience optimization, a good understanding of mathematical content, and reasoning in the numerical thinking process.</p>

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Section: Discussionsupporting

confidence: 91%

Mathematics Pre-Service Teachers’ Numerical Thinking Profiles

Subekti¹,

Sukestiyarno²,

Wardono³

et al. 2022

EUROPEAN J ED RES

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“…For example, a teacher who teaches the subjects of history and mathematics may have higher self-efficacy beliefs in teaching history than in teaching mathematics (possibly because they may have always been more passionate about history). Accordingly, intra-individual differences in self-efficacy beliefs might be found among teachers who teach multiple subjects (Menon and Sadler, 2017 ; Al Sultan, 2020 ). In addition, however, inter-individual differences between teachers of different (groups of) subjects may also be expected (Riggs and Enochs, 1990 ; Welter et al, 2022 ).…”

Section: Introductionmentioning

confidence: 99%

“…However, most of these attempts originate from the most popular measurement instrument in this domain, the STEBI (Riggs and Enochs, 1990 ). This instrument explicitly focuses on science teaching because more global self-assessments (e.g., teaching in general) do not necessarily reflect beliefs about being able to effectively teach science in particular (Al Sultan, 2020 ). The scale is conceptually aligned with Bandura's ( 1986 ) SCT by comprising the two factors of Personal Science Teaching Efficacy (PSTE) and Science Teaching Outcome Expectancy (STOE).…”

Section: Introductionmentioning

confidence: 99%

Adapting a self-efficacy scale to the task of teaching scientific reasoning: collecting evidence for its psychometric quality using Rasch measurement

Welter,

Dawborn-Gundlach,

Großmann

et al. 2024

Front. Psychol.

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Besides teachers' professional knowledge, their self-efficacy is a crucial aspect in promoting students' scientific reasoning (SR). However, because no measurement instrument has yet been published that specifically refers to self-efficacy beliefs regarding the task of teaching SR, we adapted the Science Teaching Efficacy Belief Instrument (STEBI) accordingly, resulting in the Teaching Scientific Reasoning Efficacy Beliefs Instrument (TSR-EBI). While the conceptual framework of the TSR-EBI is comparable to that of the STEBI in general terms, it goes beyond it in terms of specificity, acknowledging the fact that teaching SR requires very specific knowledge and skills that are not necessarily needed to the same extent for promoting other competencies in science education. To evaluate the TSR-EBI's psychometric quality, we conducted two rounds of validation. Both samples (N1 = 114; N2 = 74) consisted of pre-service teachers enrolled in university master's programs in Germany. The collected data were analyzed by applying Rasch analysis and known-group comparisons. In the course of an analysis of the TSR-EBI's internal structure, we found a 3-category scale to be superior to a 5-category structure. The person and item reliability of the scale proved to be satisfactory. Furthermore, during the second round of validation, it became clear that the results previously found for the 3-category scale were generally replicable across a new (but comparable) sample, which clearly supports the TSR-EBI's psychometric quality. Moreover, in terms of test-criterion relationships, the scale was also able to discriminate between groups that are assumed to have different levels of self-efficacy regarding teaching SR. Nonetheless, some findings also suggest that the scale might benefit from having the selection of individual items reconsidered (despite acceptable item fit statistics). On balance, however, we believe that the TSR-EBI has the potential to provide valuable insights in future studies regarding factors that influence teachers' self-efficacy, such as their professional experiences, prior training, or perceived barriers to effective teaching.

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“…Teachers' attitudes and beliefs in their talent to facilitate meaningful learning experiences directly impact their teaching practices, classroom management, and student outcomes (Berger et al, 2018;Veldman et al, 2020). As science teachers' professional development gains importance, research on teachers' attitudes and beliefs has become educators' focus (Ilhan et al, 2015;2 / 10 Navarro et al, 2022;Sultan, 2020;Yildirim & Tezci, 2016). Teachers' attitudes, interests, and self-efficacies about teaching science significantly impact their ability to teach effectively (Ualesi & Ward, 2018).…”

Section: Introductionmentioning

confidence: 99%

Examining the relationships among anxiety associated with teaching science, interest in science, and self-efficacy

Galimova,

Prokopyev,

Aytuganova

et al. 2024

EURASIA J Math Sci Tech Ed

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Self-efficacy is one of the important variables for teachers’ professional development. However, there have been few studies investigating the relationship between anxiety related to teaching science, interest in science, and self-efficacy. Therefore, this study aimed to explore this relationship with preservice teachers. The researchers used a path analysis model, descriptive statistics, correlations, and a path diagram to analyze the data. The results revealed that outcome expectancy positively predicted personal self-efficacy beliefs, and variables accounted for 64.0% of the variance in personal self-efficacy. Personal science-teaching self-efficacy has no significant direct relationship with science-teaching anxiety or interest in science. Specifically, anxiety has a small positive effect on personal science-teaching self-efficacy. Interest in science does not directly predict personal self-efficacy efficacy beliefs. Anxiety related to teaching science had a major negative effect on interest in science and a minor positive impact on outcome expectancy. The results also showed that personal self-efficacy beliefs depend profoundly on perceptions of outcome expectancy rather than directly on teaching anxiety or science interest levels per se. These findings are noteworthy for future research that aims to boost teachers’ science-teaching self-efficacy. Recommendations are made based on these findings.

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Investigating Preservice Elementary Teachers’ Subject-Specific Self-Efficacy in Teaching Science

Cited by 6 publications

References 30 publications

Mathematics Pre-Service Teachers’ Numerical Thinking Profiles

Mathematics Pre-Service Teachers’ Numerical Thinking Profiles

Adapting a self-efficacy scale to the task of teaching scientific reasoning: collecting evidence for its psychometric quality using Rasch measurement

Examining the relationships among anxiety associated with teaching science, interest in science, and self-efficacy

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