Title

A longitudinal investigation of the science teaching efficacy beliefs and science experiences of a cohort of preservice elementary teachers

Document Type

Journal Article

Publisher

Routledge

Place of Publication

United Kingdom

School

School of Education

RAS ID

25728

Comments

Originally published as: Deehan, J., Danaia, L., & McKinnon, D. H. (2017). A longitudinal investigation of the science teaching efficacy beliefs and science experiences of a cohort of preservice elementary teachers. International Journal of Science Education, 39(18), 2548-2573. Original article available here.

Abstract

This paper assesses the relationship between participation in two tertiary science courses and the science teaching efficacy beliefs (STEBs) of one cohort of preservice elementary teachers over a four-year period. Two Type II case studies were conducted within the courses. Data were collected through 26 administrations of the Science Teaching Efficacy Belief Instrument-B and semi structured interviews. Results showed that participation in the subjects covaried with increases in the participants’ STEBs. These increases in STEBs remained durable for two years. Implications for these findings are discussed within the paper

DOI

10.1080/09500693.2017.1393706

Access Rights

not_free_to_read

Share

 
COinS