Sources of Teaching Efficacy Beliefs in Preservice Science Teachers

The purpose of the present study is to understand how pre-service science teachers’ teaching efficacy beliefs are shaped and what sources contributed to these efficacy beliefs. Researcher interviewed to five students in their final year of an undergraduate elementary science education program. Bandura’s (1997) hypothesized sources (mastery experience, vicarious experience, verbal persuasion, and emotional and physiological states) contributed pre-service science teachers efficacy beliefs based on mastery experiences. Science content, knowledge, personality traits and resource provision are also mentioned by pre-service teachers as factors influencing their effectiveness. The results implied the importance of both school experience and faculty courses taken through undergraduate education. Future directions for research and practice are considered. The purpose of the present study is to understand how pre-service science teachers’ teaching efficacy beliefs are shaped and what sources contributed to these efficacy beliefs. Researcher interviewed to five students in their final year of an undergraduate elementary science education program. Bandura’s (1997) hypothesized sources (mastery experience, vicarious experience, verbal persuasion, and emotional and physiological states) contributed pre-service science teachers efficacy beliefs based on mastery experiences. Science content, knowledge, personality traits and resource provision are also mentioned by pre-service teachers as factors influencing their effectiveness. The results implied the importance of both school experience and faculty courses taken through undergraduate education. Future directions for research and practice are considered.