Science as a Learner and as a Teacher: Measuring Science Self‐Efficacy of Elementary Preservice Teachers

Abstract

Academic science achievement of U.S. students has raised concerns regarding our ability as a nation to compete in a global economy. Additionally, research has shown that many elementary teachers have weak science content backgrounds and had poor/negative experiences as students of science, resulting in a lack of confidence regarding teaching science. However, efforts to increase science self‐efficacy (SE) in preservice teachers can help to combat these issues. This study looked at a sample of preservice elementary teachers engaged in a semester‐long science content course, using Bandura's concept of SE as a conceptual framework. Our quantitative data showed significant increases in science SE on both subscales (personal efficacy and outcome expectancy). Our qualitative data showed that students communicated an increased sense of confidence with regard to the discipline of science. In addition, students reported learning science pedagogy through the instructor's modeling. Combining our findings resulted in several meta‐inferences, one of which showed students growing as both confident learners of science and teachers of science simultaneously. We created a construct new to the literature to describe this phenomenon: “teacher‐learner,” for students are both learning science and learning to teach science simultaneously through the content course experience, resulting in increased science SE.

Trainee teachers’ experience of primary science teaching, and the perceived impact on their developing professional identity

“…It is however heartening to find that oasis of enthusiasm and time given over to this subject were detected from teachers who felt confident about teaching the subject. This resonates significantly with the work of Appleton and Kindt (1999) and more recently with that of Knaggs and Sondergeld (2015) who found high performing beginning teachers' self-confidence increased with greater teaching experience of science. This research suggests that, in order for trainee teachers to realise their full potential, and develop self-confidence it is essential that they are provided with opportunities to engage with the full range of curricular subjects and not just see a mainstay diet of literacy and numeracy.…”

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

“…However, research exploring this issue has yielded mixed results. For example, Knaggs and Sondergeld (2015) explored preservice elementary teachers' selfefficacy in a semester-long science content course with purposefully embedded experiences that address selfefficacy, verbal persuasion, and simulated modeling/mastery experiences. They found a significant increase in both subscales of the STEBI-B.…”

Greek Pre-Service Primary Teachers’ Efficacy Beliefs in Science and Mathematics Teaching: Initial Adaptation of the STEBI-B and MTEBI Instruments

“…by facilitating students to conduct their own inquiries in order to learn scientific and/or mathematical ideas/concepts). Given that teachers' efficacy beliefs, and especially their self-efficacy beliefs, are considered to be an important internal factor that could reduce their effectiveness in teaching, and subsequently undermine student learning, researchers have focused on exploring and improving pre-service teachers' efficacy beliefs during their university studies (Blonder, Benny, & Jones, 2014;Brand & Wilkins, 2007;Knaggs & Sondergeld, 2015;Menon & Sadler, 2017;Moseley & Utley, 2006;Swars, Daane, & Giesen, 2006).…”