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

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Title: Investigating Preservice Elementary Teachers' Subject-Specific Self-Efficacy in Teaching Science
Language: English
Authors: Al Sultan, Adam Ali
Source: EURASIA Journal of Mathematics, Science and Technology Education. 2020 16(5).
Availability: Modestum. No: 1 Windrush Road, Hilton Derbyshire, DE65 5LB, UK. e-mail: ejmste@ejmste.com; Web site: https://www.ejmste.com/
Peer Reviewed: Y
Page Count: 12
Publication Date: 2020
Document Type: Journal Articles
Reports - Research
Tests/Questionnaires
Education Level: Higher Education
Postsecondary Education
Elementary Education
Descriptors: Preservice Teachers, Elementary School Science, Biology, Earth Science, Chemistry, Physics, Self Efficacy, Student Attitudes, Educational Experience, Knowledge Level, Teaching Experience, Scientific Concepts, Concept Teaching, Relevance (Education)
ISSN: 1305-8223
Abstract: Self-efficacy plays a key role in determining teaching practices. Still, concerns regarding the low science self-efficacy beliefs held by elementary teachers have raised questions about the effectiveness of teacher preparation programs. Previous research has been restricted to labeling preservice elementary teachers as having high, medium, or low science teaching self-efficacy. Few extended efforts have been made to clearly distinguish preservice elementary teachers' subject-specific lack of confidence in teaching science. The present study aimed to investigate preservice elementary teachers' subject-specific self-efficacy in teaching science using a mixed-method research design. The participants included 55 preservice elementary teachers at a university in the United States. Quantitative data were collected using the Beliefs About Teaching instrument, and interviews were used to collect qualitative data. The results showed that the participants had the highest self-efficacy level in biology, followed by earth science, chemistry, and physics. Four themes emerged from the participants' reasons for feeling more confident in teaching biology concepts than physics: education experience, teacher experience, subject comprehension, and subject relevance. This study highlights the essential role played by teacher preparation programs in providing ample opportunities for preservice elementary teachers to develop a strong understanding of the content and teaching methods of all science subjects.
Abstractor: As Provided
Entry Date: 2020
Accession Number: EJ1272440
Database: ERIC
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  Data: Modestum. No: 1 Windrush Road, Hilton Derbyshire, DE65 5LB, UK. e-mail: ejmste@ejmste.com; Web site: https://www.ejmste.com/
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  Data: Self-efficacy plays a key role in determining teaching practices. Still, concerns regarding the low science self-efficacy beliefs held by elementary teachers have raised questions about the effectiveness of teacher preparation programs. Previous research has been restricted to labeling preservice elementary teachers as having high, medium, or low science teaching self-efficacy. Few extended efforts have been made to clearly distinguish preservice elementary teachers' subject-specific lack of confidence in teaching science. The present study aimed to investigate preservice elementary teachers' subject-specific self-efficacy in teaching science using a mixed-method research design. The participants included 55 preservice elementary teachers at a university in the United States. Quantitative data were collected using the Beliefs About Teaching instrument, and interviews were used to collect qualitative data. The results showed that the participants had the highest self-efficacy level in biology, followed by earth science, chemistry, and physics. Four themes emerged from the participants' reasons for feeling more confident in teaching biology concepts than physics: education experience, teacher experience, subject comprehension, and subject relevance. This study highlights the essential role played by teacher preparation programs in providing ample opportunities for preservice elementary teachers to develop a strong understanding of the content and teaching methods of all science subjects.
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    Subjects:
      – SubjectFull: Preservice Teachers
        Type: general
      – SubjectFull: Elementary School Science
        Type: general
      – SubjectFull: Biology
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      – SubjectFull: Earth Science
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      – SubjectFull: Chemistry
        Type: general
      – SubjectFull: Physics
        Type: general
      – SubjectFull: Self Efficacy
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      – SubjectFull: Student Attitudes
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      – SubjectFull: Educational Experience
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      – SubjectFull: Knowledge Level
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      – SubjectFull: Teaching Experience
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      – SubjectFull: Scientific Concepts
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      – SubjectFull: Concept Teaching
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      – SubjectFull: Relevance (Education)
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      – TitleFull: Investigating Preservice Elementary Teachers' Subject-Specific Self-Efficacy in Teaching Science
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