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ERIC Number: EJ1016889
Record Type: Journal
Publication Date: 2014
Pages: 20
Abstractor: As Provided
ISSN: ISSN-1306-3065
I Can't Teach Science! A Case Study of an Elementary Pre-Service Teacher's Intersection of Science Experiences, Beliefs, Attitude, and Self-Efficacy
Kazempour, Mahsa
International Journal of Environmental and Science Education, v9 n1 p77-96 2014
The case study reported in this paper is part of a larger multiple cross case analysis focusing on pre-service teachers with various initial confidence and attitudes toward science and science teaching. In this paper, the focus will be on one elementary teacher candidate, Lisa, who began the science methods course with a negative attitude and low self-efficacy. An in-depth description of her beliefs, attitude, and self-efficacy, before and after the course, the impact of her prior science experience and the science methods course on shaping these domains, and the possible interrelationship between the three variables are discussed. The findings revealed the impact of Lisa's prior science experiences on all three domains and shed light on the interrelationship between her beliefs, attitude, and self-efficacy. Her course experiences allowed for changes in her beliefs about science and science teaching, and an improved attitude toward and a stronger sense of confidence toward learning and teaching science.
International Consortium for the Advancement of Academic Publication. Abant Izzet Baysal University, Faculty of Education, 14280 Golkoy-Bolu, Turkey. e-mail:; Web site:
Publication Type: Journal Articles; Reports - Research
Education Level: Elementary Education; Higher Education; Postsecondary Education
Audience: N/A
Language: English
Sponsor: N/A
Authoring Institution: N/A
Grant or Contract Numbers: N/A