Self-efficacy of pre-service secondary school teachers with respect to teaching science

Recent research has shown self-efcacy (SE) to be a key variable connected to academic procrastination of future teachers. Hence, it is important that pre-service science teachers have a high sense of SE, so that they enforce the scientic enquiry process and students’ science knowledge will improve significantly. This master thesis aims at the education of pre-service science teachers and what predictions can be made on the students’ SE. The results rest on a survey taken from pre-service science teachers and existing studies. In a first step the results of science teaching methodology and capability of pre-service science teacher’ beliefs are shown. Subsequently the development of student SE at the University of Teacher Education St. Gallen is examined. The instrument “Science Teaching Ef cacy Beliefs Instrument” (STEBI-B) was used to test 70 pre-service science teachers on their SE beliefs. The results indicate how beneficial teacher education in St. Gallen is to student beliefs and if any improvements can be made