Title

Changes in Preservice Teachers’ Self-Efficacy: From Science Methods to Student Teaching

Publication Date

2011

Journal

Journal of Educational and Developmental Psychology

Volume

1

Issue

1

First Page

133

Last Page

145

Abstract

The purpose of this research was to assess preservice teachers self-efficacy at different stages of their educational career in an attempt to determine the extent to which self-efficacy beliefs may change over time. In addition, the critical incidents, which may contribute to changes in self-efficacy, were also investigated. The instrument used in the study was the Teaching Science as Inquiry (TSI) Instrument. The TSI Instrument was administered to 38 preservice elementary teachers to measure the self-efficacy beliefs of the teacher participants in regard to the teaching of science as inquiry. Based on the results and the associated data analysis, mean and median values demonstrate positive change for self-efficacy and outcome expectancy throughout the data collection period.

Comments

Co-Author: Allison M. Mongan