Do Diverse Field Placements Matter? Examining Pre-Service Elementary Teachers' Self-Efficacy Related to Equitable Science Education
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| Title: | Do Diverse Field Placements Matter? Examining Pre-Service Elementary Teachers' Self-Efficacy Related to Equitable Science Education |
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| Language: | English |
| Authors: | Lillian Bentley (ORCID |
| Source: | School Science and Mathematics. 2026 126(3):264-273. |
| Availability: | Wiley. Available from: John Wiley & Sons, Inc. 111 River Street, Hoboken, NJ 07030. Tel: 800-835-6770; e-mail: cs-journals@wiley.com; Web site: https://www.wiley.com/en-us |
| Peer Reviewed: | Y |
| Page Count: | 10 |
| Publication Date: | 2026 |
| Sponsoring Agency: | National Science Foundation (NSF), Division of Research on Learning in Formal and Informal Settings (DRL) |
| Contract Number: | 1811265 |
| Document Type: | Journal Articles Reports - Research |
| Education Level: | Higher Education Postsecondary Education Elementary Education |
| Descriptors: | Preservice Teachers, Elementary School Teachers, Teacher Placement, Field Instruction, Self Efficacy, Science Instruction, Science Education, Equal Education, Self Concept Measures, White Teachers, Racial Differences |
| DOI: | 10.1111/ssm.18378 |
| ISSN: | 0036-6803 1949-8594 |
| Abstract: | This study investigates the relationship between pre-service elementary teachers' (PSETs) self-efficacy in equitable science teaching and the demographic characteristics of their field placement settings. While extensive research exists on fostering PSETs' general science teaching self-efficacy, there is limited understanding of how field placements in diverse educational settings influence PSETs' self-efficacy regarding equitable science instruction. Using the Self-Efficacy Beliefs About Equitable Science Teaching (SEBEST) survey, this research explores the associations between the demographics of field placement schools--including percentages of historically marginalized students, students from low socioeconomic backgrounds, English language learners (ELL), and female students--and PSETs' personal self-efficacy and outcome expectancy related to equitable science education. The study reveals that White PSETs experience significant increases in personal self-efficacy when placed in diverse educational contexts, though changes in outcome expectancy are less pronounced. These findings underscore the importance of diverse placements in enhancing PSETs' self-efficacy in teaching science equitably, particularly for White PSETs, and suggest the need for further research on the long-term impacts of such placements on outcome expectancy. |
| Abstractor: | As Provided |
| Entry Date: | 2026 |
| Accession Number: | EJ1507445 |
| Database: | ERIC |
| Abstract: | This study investigates the relationship between pre-service elementary teachers' (PSETs) self-efficacy in equitable science teaching and the demographic characteristics of their field placement settings. While extensive research exists on fostering PSETs' general science teaching self-efficacy, there is limited understanding of how field placements in diverse educational settings influence PSETs' self-efficacy regarding equitable science instruction. Using the Self-Efficacy Beliefs About Equitable Science Teaching (SEBEST) survey, this research explores the associations between the demographics of field placement schools--including percentages of historically marginalized students, students from low socioeconomic backgrounds, English language learners (ELL), and female students--and PSETs' personal self-efficacy and outcome expectancy related to equitable science education. The study reveals that White PSETs experience significant increases in personal self-efficacy when placed in diverse educational contexts, though changes in outcome expectancy are less pronounced. These findings underscore the importance of diverse placements in enhancing PSETs' self-efficacy in teaching science equitably, particularly for White PSETs, and suggest the need for further research on the long-term impacts of such placements on outcome expectancy. |
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| ISSN: | 0036-6803 1949-8594 |
| DOI: | 10.1111/ssm.18378 |
