Source: Journal of Science Teacher Education, Volume 22, Number 2 (2011), 171-185.
The current study examines the self-efficacy of one preservice elementary school teacher (Kasey) during and after her participation in Science in Childhood Education—a 16-week, elementary preservice science methods course.
The case study is accomplished through interviewing the one teacher and examining artifacts and observations of the entire class.
The results of these experiences are studied to determine what changes have taken place in the participants’ self-efficacy in science teaching as well as the one preservice teacher in greater detail.
The results of this study have significant implications for the design of elementary teacher education programs and the support of elementary teachers in teaching science.