Australian Journal of Teacher Education
Abstract
Abstract: Many preservice primary teachers have low self-efficacy for science teaching. Although science methods courses have often been shown to enhance self-efficacy, science content courses have been relatively ineffective in this respect. This study investigated whether a tailored science content course would enhance self-efficacy. The participants were preservice primary teachers and data collection was by survey and interview. Self-efficacy increased during the course and the increases were stable after a 10-month delay period. The factors that enhanced self-efficacy were: learning science content, perceptions of learning how to teach science, and teacher enthusiasm.
Recommended Citation
Palmer, D., Dixon, J., & Archer, J. (2015). Changes in Science Teaching Self-efficacy among Primary Teacher Education Students. Australian Journal of Teacher Education, 40(12). https://doi.org/10.14221/ajte.2015v40n12.3
Included in
Science and Mathematics Education Commons, Teacher Education and Professional Development Commons