Science as a Learner and as a Teacher: Measuring Science Self-Efficacy of Elementary Preservice Teachers

Autor/inn/en	Knaggs, Christine M.; Sondergeld, Toni A.
Titel	Science as a Learner and as a Teacher: Measuring Science Self-Efficacy of Elementary Preservice Teachers
Quelle	In: School Science and Mathematics, 115 (2015) 3, S.117-128 (12 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0036-6803
DOI	10.1111/ssm.12110
Schlagwörter	Preservice Teachers; Elementary School Teachers; Statistical Analysis; Self Efficacy; Qualitative Research; Science Achievement; Science Teachers; Pedagogical Content Knowledge; Program Effectiveness; Course Content; Outcomes of Education; Teaching Methods; Teacher Competencies; Teacher Influence; Inferences; Self Esteem + Suchen Sie Ihr Suchwort? Elementary school; Teacher; Teachers; Grundschule; Volksschule; Lehrer; Lehrerin; Lehrende; Statistische Analyse; Self-efficacy; Selbstwirksamkeit; Qualitative Forschung; Science; Science teacher; Wissenschaft; Pädagogische Kompetenz; Kursprogramm; Lernleistung; Schulerfolg; Teaching method; Lehrmethode; Unterrichtsmethode; Lehrkunst; Inference; Inferenz; Self-esteem; Selbstaufmerksamkeit
Abstract	Academic science achievement of U.S. students has raised concerns regarding our ability as a nation to compete in a global economy. Additionally, research has shown that many elementary teachers have weak science content backgrounds and had poor/negative experiences as students of science, resulting in a lack of confidence regarding teaching science. However, efforts to increase science self-efficacy (SE) in preservice teachers can help to combat these issues. This study looked at a sample of preservice elementary teachers engaged in a semester-long science content course, using Bandura's concept of SE as a conceptual framework. Our quantitative data showed significant increases in science SE on both subscales (personal efficacy and outcome expectancy). Our qualitative data showed that students communicated an increased sense of confidence with regard to the discipline of science. In addition, students reported learning science pedagogy through the instructor's modeling. Combining our findings resulted in several meta-inferences, one of which showed students growing as both confident learners of science and teachers of science simultaneously. We created a construct new to the literature to describe this phenomenon: "teacher-learner," for students are both learning science and learning to teach science simultaneously through the content course experience, resulting in increased science SE. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01