ABSTRACT

A high self-efficacy in teaching is sometimes used as a kind of litmus test of science teaching practices. However, the connection between self-efficacy and teaching effectiveness is not well established. Therefore, this study sought to investigate the connections between self-efficacy and enacted science teaching of preservice elementary teachers. More specifically, we sought to answer the question: Is preservice elementary teachers’ science teaching self-efficacy correlated to their science teaching practices? To investigate this question, preservice elementary teachers (N = 48) were given the Science Teaching Self-Efficacy Belief Instrument (STEBI-B) and asked to submit a video of their science teaching which was analyzed using the Local Systemic Change Classroom Observation Protocol (LSC-COP). Because LSC-COP produces ordinal data, the relationship between the STEBI-B and LSC-COP was investigated using the Spearman Rho correlation coefficient. Analysis of these data indicate no significant correlation between self-efficacy and science teaching practices. This study highlights the potential risk of using self-efficacy as a litmus test for positive changes in instruction. Although self-efficacy may not be directly related to science teaching practices in the population of preservice elementary teachers, we discuss ways self-efficacy may indirectly impact teaching practice.

摘要

在教学中具有很高的自我效能感有时被用作对科学教学实践的试金石。但是，自我效能感和教学效能之间的联系还没有很好地建立起来。因此，本研究试图探讨自我效能与职前基础教师科学教学之间的联系。更具体地说，我们试图回答以下问题：职前小学教师的科学教学自我效能是否与他们的科学教学实践相关？为了调查这个问题，向职前小学教师（N = 48）提供了科学教学自我效能信念工具（STEBI-B），并要求提交他们的科学教学视频，并使用“本地系统变化课堂观察协议”对该视频进行了分析（ LSC-COP）。由于LSC-COP会产生序数数据，使用Spearman Rho相关系数研究了STEBI-B和LSC-COP之间的关系。对这些数据的分析表明，自我效能与科学教学实践之间没有显着相关性。这项研究强调了将自我效能作为石蕊测试来检验教学中积极变化的潜在风险。尽管自我效能可能与职前基础教师群体中的科学教学实践没有直接关系，但我们讨论了自我效能可能间接影响教学实践的方式。这项研究强调了将自我效能作为石蕊测试来检验教学中积极变化的潜在风险。尽管自我效能可能与职前基础教师群体中的科学教学实践没有直接关系，但我们讨论了自我效能可能间接影响教学实践的方式。这项研究强调了将自我效能作为石蕊测试来检验教学中积极变化的潜在风险。尽管自我效能可能与职前基础教师群体中的科学教学实践没有直接关系，但我们讨论了自我效能可能间接影响教学实践的方式。