Teacher induction and elementary science teaching: Enhancing self-efficacy

This paper reports on a longitudinal case study of an elementary teacher during her transition from preservice to inservice teaching. Bandura's (1995) concept of self-efficacy belief is used as a framework for presenting the findings of the study. The subject's experiences in science teaching provided information about her competency as a teacher, and her experiences had both positive and negative effects on her concept of self-efficacy. (Contains 23 references.) (WRM) Reproductions supplied by EDRS are the best that can be made from the original document