Designing teaching and reflection experiences to develop candidates’ science teaching self-efficacy
Kara Naidoo, Loren J. Naidoo
Abstract
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 candidates’ science teaching self-efficacy.Conclusion: These findings provides evidence-based guidance for designing science methods courses that address Bandura’s (1977 Bandura, A. 1977. “Self-Efficacy: Toward a Unifying Theory of Behavioral Change.” Psychological Review 84: 191–215. doi:10.1037/0033-295X.84.2.191.[Crossref], [PubMed], [Web of Science ®] , [Google Scholar]) four sources of self-efficacy (emotional arousal, social persuasion, vicarious experience, and mastery experience) to allow for the development of candidates’ science teaching self-efficacy and further elucidates the dynamic nature of self-efficacy development. Specific recommendations for the design of science methods courses are provided.