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ERIC Number: EJ847937
Record Type: Journal
Publication Date: 2006-Dec
Pages: 22
Abstractor: As Provided
Reference Count: 43
ISSN: ISSN-1609-4913
An Investigation of Pre-Service Teacher's Self-Efficacy and Self-Image as a Science Teacher in Egypt
El-Deghaidy, Heba
Asia-Pacific Forum on Science Learning and Teaching, v7 n2 Article 2 Dec 2006
This study investigated the possible impact of a science teaching methods course on pre-service teachers' self-efficacy and perceptions of self as science teachers. The study also investigated the probable relationship between these two variables, which both measure issues related to the expected behaviour teachers adopt when teaching science. Participants were enrolled in a 4-year educational programme at one of the Schools of Education in Egypt. Self-efficacy was measured using the Science Teaching Efficacy Belief Instrument, Form B (STEBI-B) developed by Riggs and Enochs (1990). The Draw-A-Science-Teacher Teaching Checklist (DASTT-C) was used to measure perceptions of self as a science teacher (Thomas, & Pedersen, 1998; Thomas, Pedersen, & Finson 2001). These instruments measure the expected behaviour teachers adopt when teaching science in light of what they think they are capable of. Pre-test and post-test data generated by both instruments from 36 pre-service science teachers representing three groups (Primary, Chemistry and Physics, and Biology) enrolled in a science teaching methods class were compared to determine the relationship between the two instruments. Significant gains on the Personal Science Teaching Efficacy (PSTE) subscale and Science Teaching Outcome Expectancy (STOE) subscale STOE were found for all three groups of pre-service teachers. Significant mean decreases in the modified total of the DASTT-C score were found for one group. Moderate correlations were found between scores from the two instruments, for those with "high" PSTE and STOE scores. The specific design of the science teaching methods course may be responsible for these changes. (Contains 5 tables.)
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Publication Type: Journal Articles; Reports - Evaluative
Education Level: N/A
Audience: Teachers
Language: English
Sponsor: N/A
Authoring Institution: N/A
Identifiers - Location: Egypt