Science Teaching Efficacy of Preservice Elementary Teachers: Examination of the Multiple Factors Reported as Influential

Kırık, Özgecan Taştan

doi:10.1007/s11165-013-9357-y

Cited by 9 publications

(7 citation statements)

References 29 publications

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“…The results demonstrated that mastery experiences had more positive and negative impacts of experiences as a sources of preservice teachers' science teaching self efficacy beliefs. Related with mastery experiences, this finding resonates with other work that states preservice teachers' science method courses and previous science activities or experiences have important and lasting impacts on their beliefs (Avery & Meyer, 2012;Kırık, 2013;Mulholland et al, 2004;Saçkes et al, 2012;Watters & Ginns, 2000). Similarly, findings of the current study also suggest the importance of science method courses and previous science experiences.…”

Section: Disccusion and Conclusionsupporting

confidence: 88%

“…In addition, Kırık's (2013) study showed that attitudes towards science teaching influence preservice teachers' self-efficacy beliefs. Findings of this current study showed that preservice teachers' physiological and emotional states towards science and science teaching are one of the most impacting factors on their self-efficacy beliefs.…”

Section: Disccusion and Conclusionmentioning

confidence: 99%

“…In the area of science teaching, researchers suggest that science teaching methods courses taken, prior science experiences, educational level, science classes taken during elementary and high school education, and attitudes towards science can all be seen as influencing factors on teachers' science teaching self-efficacy (Avery & Meyer, 2012;Bayraktar, 2011;Bulunuz & Jarrett, 2010;Englehart, 2010;Kırık, 2013;McKinnon & Lamberts, 2014;Mulholland, Dorman, & Odgers, 2004;Simsar, 2016;Velthuis, Fisser, & Pieters, 2014;Worch, Li, & Herman, 2012). Science teaching experiences during teaching practicums have been found to have some impacts on preservice teacher' science teaching self-efficacy (Aslan & Sağır, 2008;Cantrell, Young, & Moore, 2003;Cone, 2009;Englehart, 2010;Kiremit, 2006;Kırık, 2013;Plourde, 2002;Woolfolk, 2000). In addition, preservice teachers' self-efficacy beliefs are also influenced during their teaching experiences and teacher training program (Simsar, 2016).…”

Section: Efficacy Expectations Outcome Expectationsmentioning

confidence: 99%

“…Englehart (2010) found that preservice teachers' science teaching experiences and science curriculum and standards have impacts on self-efficacy beliefs. Research has shown that teaching experiences have significant impacts on preservice teacher's science teaching selfefficacy (Aslan & Sağır, 2008;Cantrell et al, 2003;Cone, 2009;Englehart, 2010;Kiremit, 2006;Kırık, 2013;Plourde, 2002;Simsar, 2016;Woolfolk, 2000). Likewise, findings of the current study show that preservice teachers' concerns about curriculum and standards and their teaching experiences had significant effects on their self-efficacy beliefs.…”

Section: Disccusion and Conclusionmentioning

confidence: 99%

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Sources of Preservice Early Childhood Teachers’ Self-Efficacy Beliefs About Teaching Science: A Phenomenological Study

Simsar¹,

Davidson²

2020

ENAD

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The purpose of this study is to explore preservice early childhood teacher's self-efficacy beliefs on teaching science and to understand the sources of their self-efficacy beliefs. Three preservice teachers who were enrolled in an early childhood science methods course participated in this study. Through analysis of semi-structured interviews and observational field notes, the results suggest that participants' experiences with curriculum and standards held a negative effect on their self-efficacy beliefs. Additionally, the participants' mentor teachers, prior K-16 science teachers, and the college professor who taught the Science Method Course all had several positive impacts on their self-efficacy beliefs. Participants' science experiences both as K-12 students and in their supervised teaching held both positive and negative effects on their beliefs about teaching science. The results of this study may support teacher educators and researchers in considering carefully the influencing sources of preservice teachers' self-efficacy beliefs for science teaching.

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Section: Disccusion and Conclusionsupporting

confidence: 88%

Section: Disccusion and Conclusionmentioning

confidence: 99%

Section: Efficacy Expectations Outcome Expectationsmentioning

confidence: 99%

Section: Disccusion and Conclusionmentioning

confidence: 99%

See 2 more Smart Citations

Sources of Preservice Early Childhood Teachers’ Self-Efficacy Beliefs About Teaching Science: A Phenomenological Study

Simsar¹,

Davidson²

2020

ENAD

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“…Similar to the present study, Kirik (2013) examined the relationship between STSE, participation in extracurricular activities, science content knowledge, number of science and methods courses taken, as well as classroom management and efficacy beliefs. Seventy-one secondary science education majors and 262 pre-service elementary teachers participated in the study.…”

Section: Science Misconceptions and Content Knowledge Among Teachersmentioning

confidence: 94%

Untitled

2019

ije

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In this issue, we again demonstrate the multiplicity of fields that mark education. Within this issue there are papers on quantitative and verbal aptitudes as predictors of success; in-service teacher training and professional development; student success workshops for Hispanic students; science teaching, internationalization of higher education in Mongolia; learning transfer; and a model of knowledge sharing between teachers. We are sure that you will find food for thought and reflection, and the possibility of application in your own fields.

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Developing a STEAM Curriculum of Place for Teacher Candidates: Integrating Environmental Field Studies and Indigenous Knowledge Systems

O’Connor

2020

Rural Teacher Education

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Science Teaching Efficacy of Preservice Elementary Teachers: Examination of the Multiple Factors Reported as Influential

Cited by 9 publications

References 29 publications

Sources of Preservice Early Childhood Teachers’ Self-Efficacy Beliefs About Teaching Science: A Phenomenological Study

Sources of Preservice Early Childhood Teachers’ Self-Efficacy Beliefs About Teaching Science: A Phenomenological Study

Untitled

Developing a STEAM Curriculum of Place for Teacher Candidates: Integrating Environmental Field Studies and Indigenous Knowledge Systems

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