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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
Language: English
Authors: Lillian Bentley (ORCID 0000-0002-3079-664X)
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
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  Data: Do Diverse Field Placements Matter? Examining Pre-Service Elementary Teachers' Self-Efficacy Related to Equitable Science Education
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  Data: <searchLink fieldCode="AR" term="%22Lillian+Bentley%22">Lillian Bentley</searchLink> (ORCID <externalLink term="https://orcid.org/0000-0002-3079-664X">0000-0002-3079-664X</externalLink>)
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  Data: <searchLink fieldCode="SO" term="%22School+Science+and+Mathematics%22"><i>School Science and Mathematics</i></searchLink>. 2026 126(3):264-273.
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  Data: 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
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  Data: 10
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  Data: 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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        Value: 10.1111/ssm.18378
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      – Text: English
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        StartPage: 264
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      – SubjectFull: Preservice Teachers
        Type: general
      – SubjectFull: Elementary School Teachers
        Type: general
      – SubjectFull: Teacher Placement
        Type: general
      – SubjectFull: Field Instruction
        Type: general
      – SubjectFull: Self Efficacy
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      – SubjectFull: Science Instruction
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      – SubjectFull: Science Education
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      – SubjectFull: Equal Education
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      – SubjectFull: Self Concept Measures
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      – SubjectFull: White Teachers
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      – SubjectFull: Racial Differences
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      – TitleFull: Do Diverse Field Placements Matter? Examining Pre-Service Elementary Teachers' Self-Efficacy Related to Equitable Science Education
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