Investigating the Correlation between Preservice Elementary Teachers' Self-Efficacy and Science Teaching Practices
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| Title: | Investigating the Correlation between Preservice Elementary Teachers' Self-Efficacy and Science Teaching Practices |
|---|---|
| Language: | English |
| Authors: | Kruse, Jerrid (ORCID |
| Source: | Journal of Science Teacher Education. 2021 32(4):469-479. |
| Availability: | Routledge. Available from: Taylor & Francis, Ltd. 530 Walnut Street Suite 850, Philadelphia, PA 19106. Tel: 800-354-1420; Tel: 215-625-8900; Fax: 215-207-0050; Web site: http://www.tandf.co.uk/journals |
| Peer Reviewed: | Y |
| Page Count: | 11 |
| Publication Date: | 2021 |
| Document Type: | Journal Articles Reports - Research |
| Education Level: | Higher Education Postsecondary Education Junior High Schools Middle Schools Secondary Education Elementary Education Grade 6 Intermediate Grades |
| Descriptors: | Correlation, Preservice Teachers, Science Instruction, Instructional Effectiveness, Middle School Students, Grade 6, Practicums, Self Efficacy, Methods Courses, Private Colleges |
| DOI: | 10.1080/1046560X.2020.1861767 |
| ISSN: | 1046-560X |
| Abstract: | A high self-efficacy in teaching is sometimes used as a kind of litmus test of science teaching practices. However, the connection between self-efficacy and teaching effectiveness is not well established. Therefore, this study sought to investigate the connections between self-efficacy and enacted science teaching of preservice elementary teachers. More specifically, we sought to answer the question: Is preservice elementary teachers' science teaching self-efficacy correlated to their science teaching practices? To investigate this question, preservice elementary teachers (N = 48) were given the Science Teaching Self-Efficacy Belief Instrument (STEBI-B) and asked to submit a video of their science teaching which was analyzed using the Local Systemic Change Classroom Observation Protocol (LSC-COP). Because LSC-COP produces ordinal data, the relationship between the STEBI-B and LSC-COP was investigated using the Spearman Rho correlation coefficient. Analysis of these data indicate no significant correlation between self-efficacy and science teaching practices. This study highlights the potential risk of using self-efficacy as a litmus test for positive changes in instruction. Although self-efficacy may not be directly related to science teaching practices in the population of preservice elementary teachers, we discuss ways self-efficacy may indirectly impact teaching practice. |
| Abstractor: | As Provided |
| Entry Date: | 2021 |
| Accession Number: | EJ1296349 |
| Database: | ERIC |
| Abstract: | A high self-efficacy in teaching is sometimes used as a kind of litmus test of science teaching practices. However, the connection between self-efficacy and teaching effectiveness is not well established. Therefore, this study sought to investigate the connections between self-efficacy and enacted science teaching of preservice elementary teachers. More specifically, we sought to answer the question: Is preservice elementary teachers' science teaching self-efficacy correlated to their science teaching practices? To investigate this question, preservice elementary teachers (N = 48) were given the Science Teaching Self-Efficacy Belief Instrument (STEBI-B) and asked to submit a video of their science teaching which was analyzed using the Local Systemic Change Classroom Observation Protocol (LSC-COP). Because LSC-COP produces ordinal data, the relationship between the STEBI-B and LSC-COP was investigated using the Spearman Rho correlation coefficient. Analysis of these data indicate no significant correlation between self-efficacy and science teaching practices. This study highlights the potential risk of using self-efficacy as a litmus test for positive changes in instruction. Although self-efficacy may not be directly related to science teaching practices in the population of preservice elementary teachers, we discuss ways self-efficacy may indirectly impact teaching practice. |
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| ISSN: | 1046-560X |
| DOI: | 10.1080/1046560X.2020.1861767 |
