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, David; Dixon, Jeanette; and Archer, Jennifer
(2015)
"Changes in Science Teaching Self-efficacy among Primary Teacher Education Students,"
Australian Journal of Teacher Education: Vol. 40
:
Iss.
12
, Article 3.
DOI: https://doi.org/10.14221/ajte.2015v40n12.3
Available at:
https://ro.ecu.edu.au/ajte/vol40/iss12/3
Included in
Science and Mathematics Education Commons, Teacher Education and Professional Development Commons