Investigating the Use of Vicarious and Mastery Experiences in Influencing Early Childhood Education Majors’ Self-Efficacy Beliefs

Nazan Uludag Bautista

122 citations0/0 files storedJournal of Science Teacher Education

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Teacher Education and Leadership Studies Science Education and Pedagogy Education, Achievement, and Giftedness

Abstract

This study investigated the effectiveness of an Early Childhood Education science methods course that focused exclusively on providing various mastery (i.e., enactive, cognitive content, and cognitive pedagogical) and vicarious experiences (i.e., cognitive self-modeling, symbolic modeling, and simulated modeling) in increasing preservice elementary teachers’ self-efficacy beliefs. Forty-four preservice elementary teachers participated in the study. Analysis of the quantitative (STEBI-b) and qualitative (informal surveys) data revealed that personal science teaching efficacy and science teaching outcome expectancy beliefs increased significantly over the semester. Enactive mastery, cognitive pedagogical mastery, symbolic modeling, and cognitive self-modeling were the major sources of self-efficacy. This list was followed by cognitive content mastery and simulated modeling. This study has implications for science teacher educators.

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References

1999Self-Efficacy: The Exercise of Control 1977Self-efficacy: Toward a unifying theory of behavioral change.1997Self-efficacy: the exercise of control 1982Self-efficacy mechanism in human agency.1978Self-efficacy: Toward a unifying theory of behavioral change 1995National Science Education Standards 1961Probabilistic Models for Some Intelligence and Attainment Tests 1998Teacher Efficacy: Its Meaning and Measure

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2020Preservice Preschool Teachers’ Self-efficacy in and Need for STEM Education Professional Development: STEM Pedagogical Belief as a Mediator 2021An examination of the relationship between the perceived instructional behaviours of teacher educators and pre-service teachers’ learning motivation and teaching self-efficacy

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