TY - JOUR
T1 - A long-term investigation of the science teaching efficacy beliefs of multiple cohorts of preservice elementary teachers
AU - Deehan, James
AU - McKinnon, David H.
AU - Danaia, Lena
PY - 2019/11/17
Y1 - 2019/11/17
N2 - If the declines in interest and performance within school science are to be reversed, it is imperative that competent and confident teachers deliver quality science experiences. This paper reports on the long-term implementation of two complementary, student-centered tertiary science methods courses that integrated instruction in content with teaching methods within a preservice elementary teaching degree. The Science Teaching Efficacy Belief Instrument B was employed to collect data from multiple cohorts (2007–2014). Multiple iterations of the quasi–experimental design were employed. Complete data supplied by 234 preservice teachers were analyzed using MANOVA with repeated measures on the occasion of testing. Results indicate that personal and outcome efficacy beliefs grew significantly with moderate to large effect sizes, in ways that are atypical within the literature. Broader implications are discussed.
AB - If the declines in interest and performance within school science are to be reversed, it is imperative that competent and confident teachers deliver quality science experiences. This paper reports on the long-term implementation of two complementary, student-centered tertiary science methods courses that integrated instruction in content with teaching methods within a preservice elementary teaching degree. The Science Teaching Efficacy Belief Instrument B was employed to collect data from multiple cohorts (2007–2014). Multiple iterations of the quasi–experimental design were employed. Complete data supplied by 234 preservice teachers were analyzed using MANOVA with repeated measures on the occasion of testing. Results indicate that personal and outcome efficacy beliefs grew significantly with moderate to large effect sizes, in ways that are atypical within the literature. Broader implications are discussed.
KW - long-term research
KW - preservice elementary teachers
KW - quantitative research
KW - science teaching efficacy beliefs
KW - Teacher education
UR - http://www.scopus.com/inward/record.url?scp=85074250419&partnerID=8YFLogxK
UR - http://www.scopus.com/inward/citedby.url?scp=85074250419&partnerID=8YFLogxK
U2 - 10.1080/1046560X.2019.1672377
DO - 10.1080/1046560X.2019.1672377
M3 - Article
AN - SCOPUS:85074250419
SN - 1046-560X
VL - 30
SP - 923
EP - 945
JO - Journal of Science Teacher Education
JF - Journal of Science Teacher Education
IS - 8
ER -