Science as a Learner and as a Teacher: Measuring Science Self-Efficacy of Elementary Preservice Teachers

2015 ◽  
Vol 115 (3) ◽  
pp. 117-128 ◽  
Author(s):  
Christine M. Knaggs ◽  
Toni A. Sondergeld
Keyword(s):  
Preservice Teachers ◽  
Self Efficacy ◽  
Elementary Preservice Teachers

scholarly journals Engineering After-School Program with Elementary Preservice Teachers and K-8 Students

2021 ◽  
Author(s):  
Jennifer Cribbs ◽  
Jeanine Huss ◽  
Julia Mittelberg
Keyword(s):  
Preservice Teachers ◽  
Self Efficacy ◽  
After School ◽  
School Program ◽  
Limited Perspective ◽  
Elementary Aged Children ◽  
Hands On ◽  
Elementary Preservice Teachers ◽  
After School Program ◽  
Engineering Standards

This study explores the influence of an after-school program involving high needs elementary-aged students at community-based sites and elementary preservice teachers (EPSTs) enrolled in a final sequence of methods courses at a local university. Data collection involved surveys, interviews, and reflections with EPSTs and interviews with elementary-aged children. Results indicated a significant positive correlation between EPTSs’ science perceptions and science teaching self efficacy. A series of Wilcoxon Rank Sum tests indicate significant growth from pre to post in participating EPSTs’ self-efficacy with the NGSS and the Engineering Standards within the NGSS. Interviews and reflections provided evidence that EPSTs benefited from the program by teaching in an unfamiliar setting that changed their beliefs and helped strengthen their teaching skills. Interview results for elementary-aged children revealed a hands-on, although somewhat limited, perspective of science, technology, and engineering. Perceptions of mathematics were primarily focused on computation.

scholarly journals An Investigation of Preservice Teachers’ Self-Efficacy for Teaching with Technology

2016 ◽  
Vol 1 (1) ◽  
pp. 32 ◽  
Author(s):  
Rebecca M. Giles ◽  
Andrea M. Kent
Keyword(s):  
Preservice Teachers ◽  
Self Efficacy ◽  
Sense Of Self ◽  
Research Question ◽  
Numerical Data ◽  
Teaching With Technology ◽  
Technology In Teaching ◽  
Elementary Preservice Teachers ◽  
High Level ◽  
Almost All

<p>Self-efficacy has been persistently cited as a major component in understanding how frequently and successfully individuals use technology. Preservice teachers’ technology self-efficacy is a creditable indicator of graduates’ likelihood to use instructional technology throughout their careers; thus, it is imperative that new teachers graduate with a high sense of self-efficacy regarding their abilities to use technology as an effective teaching tool. The purpose of this study was to determine preservice teachers’ self-efficacy beliefs related to integrating technology into instruction. Elementary preservice teachers (n=28) from a single university completed a Likert-type survey using a forced choice scale with six points. Responses to the 5-item survey were converted to numerical data, and the research question was examined using descriptive statistics. Data indicated that almost all (93%) of the participants incorporated technology into the lessons they taught with the majority (68%) of participants reporting a high level of confidence in their ability to select and utilize technology in teaching. Further, 89% of the participants felt they could integrate technology across the curriculum with 80% indicating they were capable of determining the why, when, and how to do so most of the time.</p>

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