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.

中文翻译：

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设计教学和反思经验以培养考生的科学教学自我效能感

摘要

背景

众所周知，教师自我效能信念是未来教学实践的预测指标，并且与教师效能和学生学习有关。科学教学的自我效能感信念在小学教师准备中尤为重要，因为候选人传统上对科学缺乏信心和兴趣。然而，对于如何最好地构建科学方法课程以让考生成为自我效能的科学教师，人们缺乏了解。

目的

这项研究提请注意科学方法课程结构和课程中的经验，这些经验培养了候选人与科学教学和学习相关的自我效能信念。

样本

参与者是在美国东北部一所大型私立大学攻读儿童教育艺术硕士学位的 50 名教师候选人。

设计与方法

采用混合方法三角测量设计，以最好地捕捉候选人与科学教学相关的自我效能感的发展。数据来源包括科学教学效能信念 Instrument-B、作为学习者和教师作为一门科学的信心每周自我评级，以及每周反思性日记条目。

结果

个人科学教学效能、科学教学成果预期以及作为科学教师和科学学习者的自信心都有显着提高。定性数据分析发现候选人的科学教学自我效能发生了类似的转变。

结论

这些发现为设计解决班杜拉 ( 1977)问题的科学方法课程提供了基于证据的指导 班杜拉，A. 1977 年。“自我效能：走向行为改变的统一理论。” 心理评论84：191 – 215。内政部：10.1037/0033-295X.84.2.191。[Crossref]、[PubMed]、[Web of Science®]  、[Google Scholar]）四种自我效能感来源（情绪唤醒、社会说服、替代体验和掌握体验），以促进候选人科学教学的发展自我效能并进一步阐明自我效能发展的动态性质。提供了科学方法课程设计的具体建议。