Abstract

The purpose of this research was to assess preservice teachers self-efficacy at different stages of their educational
career 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.

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