The purpose of this mixed methods research was to investigate the development of 55 preservice elementary teachers' science teaching self-efficacy beliefs through analysis of their reflective practices in a science method course. This year-long study was conducted at two public universities located in the USA and Canada. Within the theoretical…

Self-efficacy beliefs play a major role in determining teachers' science teaching practices and have been a topic of great interest in the area of preservice science teacher education. This qualitative study investigated factors that influenced preservice elementary teachers' science teaching self-efficacy beliefs in a physical science content…

This case study reports the effects of a cooperative learning field experience on a pre-service teacher's views of inquiry-based science and her science teaching self-efficacy. Framed by an action research model, this study examined (a) the pre-service teacher's developing understanding of inquiry-based science teaching and learning…

The purpose of this study was to explore the impact of an intervention on pre-service science teachers' self-efficacy to teach science through argumentation and explore the challenges they experienced while implementing argumentation. Forty pre-service science teachers in their final semester of schooling participated in an intervention that…

This study investigated Turkish preservice, elementary teachers' personal mathematics teaching efficacy (PMTE), and science teaching efficacy (PSTE) beliefs at the end of their teacher education program. A majority of the participants believed they were well prepared to teach both elementary mathematics and science, but their PSTE scores were…

The purpose of this study was to examine the relationships among science content knowledge, understanding the Learning Cycle, and self-efficacy among preservice teachers. Preservice teachers enrolled in an elementary science-methods course were categorized as Fearful, Disinterested, Successful, or Enthusiastic science learners based on differing…

The call for the implementation of integrated science, technology, engineering, and mathematics (iSTEM) teaching has been on the rise. This teaching approach helps students to develop innovative skills and meet twenty-first century challenges. However, teachers need to possess positive attitudes toward iSTEM teaching to implement it. Therefore,…

This article presents a qualitative descriptive-interpretive study about the abilities of pre-service primary science teachers (PPTs) to solve a measurement problem put to them as an activity of scientific inquiry. The participants in the study were 23 PPTs receiving training in science teaching, organized into small groups to solve the proposed…

The purpose of this study is to develop and validate an instrument for measuring Chinese Chemistry Teachers' Perceived Self-Efficacy towards Chemistry Core Competencies. Based on the notion of the 2017 Senior High School Chemistry Curriculum Standards, the initial instrument consisted of 20 items in five CCCs as the distinct constructs were…

The effects of a Self Regulated Learning (SRL) environment on pre-service primary teachers of Science and Technology were investigated in this exploratory study. A representative sample of teachers was interviewed about their experience and how it impacted on them pedagogically, affectively, conceptually and metacognitively. The preliminary…