Preservice Elementary Teachers’ Development of Self-Efficacy and Confidence to Teach Science: A Case Study

Amanda M. Gunning · Felicia Moore Mensah

145 citations0/0 files storedJournal of Science Teacher Education

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

Abstract

This study examines the self-efficacy of one preservice elementary school teacher (Kasey) during and after her participation in Science in Childhood Education—a 16-week, elementary preservice science methods course. The case study of this teacher is situated in the context of the class as a whole. This is accomplished through interviewing the one teacher and examining artifacts and observations of the entire class. The results of these experiences are studied to determine what changes have taken place in the participants’ self-efficacy in science teaching as well as the one preservice teacher in greater detail. Because self efficacy is influential to student learning, the results of this study have significant implications for the design of elementary teacher education programs and the support of elementary teachers in teaching science.

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References

1999Self-Efficacy: The Exercise of Control 1998Basics of qualitative research : techniques and procedures for developing grounded theory 1997Self-efficacy: the exercise of control 1986Those Who Understand: Knowledge Growth in Teaching 1998Qualitative research and case study applications in education 2014Fourth Generation Evaluation 1988Fourth-Generation Evaluation 2013Handbook of Research on Science Education

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2018Whiteness as Property in Science Teacher Education 2015Sources of self-efficacy of Vietnamese EFL teachers: A qualitative study 2021A Mixed Methods Study of Self-Efficacy, the Sources of Self-Efficacy, and Teaching Experience 2018Effects of 3D Printing Project-based Learning on Preservice Elementary Teachers’ Science Attitudes, Science Content Knowledge, and Anxiety About Teaching Science 2018Teaching Contexts That Influence Elementary Preservice Teachers’ Teacher and Science Teacher Identity Development 2019

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