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Journal of Science Teacher Education

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01-12-2007

Nurturing Confidence in Preservice Elementary Science Teachers

Author: Robert E. Bleicher

Published in: Journal of Science Teacher Education | Issue 6/2007

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Abstract

This study examined changes in personal science teaching self-efficacy (PSTE), outcome expectancy (STOE), and science conceptual understanding and relationships among these in preservice teachers. Seventy preservice teachers enrolled in science teaching methods courses participated in this study. PSTE, STOE, and science conceptual understanding increased significantly during participation in the course. The study established that novice learners with minimal prior knowledge could not be expected to understand and employ core concepts in their learning schema without extensive guidance. The relationship between science learning confidence and science teaching confidence has not been theoretically delineated in the area of science teacher education. Findings suggest there may be important connections between the 2 for preservice teachers that would be fruitful areas for future research.

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Title: Nurturing Confidence in Preservice Elementary Science Teachers
Author: Robert E. Bleicher
Publication date: 01-12-2007
Publisher: Springer Netherlands
Published in: Journal of Science Teacher Education / Issue 6/2007
Print ISSN: 1046-560X
Electronic ISSN: 1573-1847
DOI: https://doi.org/10.1007/s10972-007-9067-2

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Other articles of this Issue 6/2007

Inquiring into Teaching: Lesson Study in Elementary Science Methods

Preservice Teachers and Technology Integration: Rethinking Traditional Roles

Providing Bottom-Up Support to Middle School Science Teachers’ Reform Efforts in Using Inquiry-Based Kits

The Effect of Tenebrio obscurus on Elementary Preservice Teachers’ Content Knowledge, Attitudes, and Self-efficacy

Mentor Advice Giving in an Alternative Certification Program for Secondary Science Teaching: Opportunities and Roadblocks in Developing a Knowledge Base for Teaching

Developing an Instrument to Examine Preservice Teachers’ Pedagogical Development

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