Changes in Preservice Elementary Teachers’ Personal Science Teaching Efficacy and Science Teaching Outcome Expectancies: The Influence of Context

Mar. 01, 2011

Source: Journal of Science Teacher Education, Volume 22, Number 2 (2011), 187-202.

The current study explored contextual changes in perceptions of science teaching self-efficacy through pre-, post- and retrospective administrations of the Science Teaching Expectancy Belief Instrument (STEBI-B).

The participants were preservice elementary teachers when exposed to a science teaching methods course.

Findings revealed that the number of postsecondary science courses completed, and prior school science experiences had a significant main effect on personal science teaching efficacy (PSTE) but not science teaching outcome expectancy (STOE).
There was no evidence for significant interaction effects between variables on both efficacy subscales.

Updated: Apr. 22, 2012