Instruction: examining elementary preservice teachers' self-efficacy for designing inquiry

Abstract

PurposeThis study seeks to understand the factors and orientations that are relevant to preservice teachers' (PSTs) beliefs about their ability to design lessons for inquiry-based K-6 social studies instruction.Design/methodology/approachSeventy elementary PSTs participated in a series of inquiry-based learning activities in a social studies methods course. The study uses exploratory factor analysis, a quantitative method to explore teacher self-reported efficacy for designing inquiry lessons.FindingsThe findings revealed that three capabilities related to design are relevant to elementary social studies PSTs' self-efficacy for designing inquiries: lesson design competence, lesson design disposition and lesson design practices. Most PSTs expressed low self-efficacy in all three capabilities. PSTs with a higher disposition for designing inquiry lessons may show a strong sense of self-efficacy for inquiry-based curricula design and practice in elementary social studies education.Originality/valueThe article discusses the importance of understanding PSTs sense of efficacy and categories of such self-efficacy beliefs at the level of lesson design within the context of teacher education. It discusses the need for teacher educators to facilitate educationally sound critical reflection on lesson design skills, disposition and practices that foster PSTs' sense of ability to teach via inquiry in elementary classrooms.