Changes in Preservice Teachers’ Self-Efficacy: From Science Methods to Student Teaching
- Lori Smolleck
- Allison Mongan
Abstract
The purpose of this research was to assess preservice teachers self-efficacy at different stages of their educationalcareer in an attempt to determine the extent to which self-efficacy beliefs may change over time. In addition, the
critical incidents, which may contribute to changes in self-efficacy, were also investigated. The instrument used
in the study was the Teaching Science as Inquiry (TSI) Instrument. The TSI Instrument was administered to 38
preservice elementary teachers to measure the self-efficacy beliefs of the teacher participants in regard to the
teaching of science as inquiry. Based on the results and the associated data analysis, mean and median values
demonstrate positive change for self-efficacy and outcome expectancy throughout the data collection period.
- Full Text: PDF
- DOI:10.5539/jedp.v1n1p133
This work is licensed under a Creative Commons Attribution 4.0 License.
Journal Metrics
(The data was calculated based on Google Scholar Citations)
1. Google-based Impact Factor (2021): 1.11
2. h-index (December 2021): 29
3. i10-index (December 2021): 87
4. h5-index (December 2021): N/A
5. h5-median (December 2021): N/A
Index
- Academic Journals Database
- CNKI Scholar
- Copyright Clearance Center
- CrossRef
- Elektronische Zeitschriftenbibliothek (EZB)
- EuroPub Database
- Excellence in Research for Australia (ERA)
- Harvard Library
- Jisc Library Hub Discover
- JournalSeek
- JournalTOCs
- LIVIVO (ZB MED)
- LOCKSS
- MIAR
- Open Access Journals Search Engine(OAJSE)
- PKP Open Archives Harvester
- Publons
- ROAD
- Scilit
- SHERPA/RoMEO
- Standard Periodical Directory
- Stanford Libraries
- Technische Informationsbibliothek (TIB)
- UCR Library
- UoB Library
- WorldCat
- Zeitschriften Daten Bank (ZDB)
Contact
- Carol WongEditorial Assistant
- jedp@ccsenet.org