Designing teaching and reflection experiences to develop candidates’ science teaching self-efficacy

作者：Kara Naidoo, Loren J. Naidoo · 发表于：Research in Science & Technological Education · 年份：2021 · DOI：10.1080/02635143.2021.1895098 · 被引用次数：36 · 研究领域：Diverse Educational Innovations Studies、Teacher Education and Leadership Studies、Science Education and Pedagogy

Background: Teacher self-efficacy beliefs are known to be a predictor of future teaching practices and are related to teacher effectiveness and student learning. Science teaching self-efficacy beliefs are especially important in elementary school teacher preparation where candidates are traditionally less confident and interested in science. However, there is a lack of understanding as how to best structure science methods courses to allow candidates to become self-efficacious teachers of science.Purpose: This study draws attention to a science methods course structure and the experiences within the course that developed candidates’ self-efficacy beliefs related to science teaching and learning.Sample: Participants were 50 teacher candidates enrolled in a Masters of Art in Childhood Education degree at a large, private university in the Northeast United States.Design and methods: A mixed-method triangulation design was employed to best capture the development of candidates’ self-efficacy related to science teaching and learning. Data sources included the Science Teaching Efficacy Beliefs Instrument-B, weekly self-ratings on confidence as a learner and teacher as a science, and weekly reflective journal entries.Results: There was a significant increase in Personal Science Teaching Efficacy, Science Teaching Outcome Expectancy, and self-rating of confidence as teacher of science and as a learner of science. Qualitative data analysis identified similar transformations in candida...