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ERIC Number: ED404127
Record Type: Non-Journal
Publication Date: 1990
Pages: 21
Abstractor: N/A
Reference Count: N/A
A Longitudinal Study of Preservice Elementary Teachers' Personal and Science Teaching Efficacy.
Ginns, Ian S.; Watters, James J.
This paper reports the results of a longitudinal study into the personal and science teaching efficacy of a group of preservice elementary teachers. Quantitative and qualitative research methods were employed in the study. Using a pretest and a post-test one group research design, quantitative data were obtained from the administration of a psychometric test, Science Teaching Efficacy Belief Instrument (STEBI-B), at the commencement and mid-point of a three-year teacher education program. Qualitative data were derived from interviews. The results revealed that science courses and the broad contextual environment of the teacher education program do not appear to influence subjects' sense of self-efficacy but have produced a significant change in their beliefs about children's ability to learn science. Data gathered from interviews suggest that beliefs appear to originate from a number of issues such as, gender bias, lack of practical work, and focus on formal examinations in science courses. Several conclusions related to the provision of science courses for preservice elementary teachers are discussed. (Author/ZWH)
Publication Type: Reports - Research
Education Level: N/A
Audience: N/A
Language: English
Sponsor: N/A
Authoring Institution: N/A