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.