Abstract
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.
Talk to us
Join us for a 30 min session where you can share your feedback and ask us any queries you have
Disclaimer: All third-party content on this website/platform is and will remain the property of their respective owners and is provided on "as is" basis without any warranties, express or implied. Use of third-party content does not indicate any affiliation, sponsorship with or endorsement by them. Any references to third-party content is to identify the corresponding services and shall be considered fair use under The CopyrightLaw.