Pre-Service Elementary Teachers Self Efficacy Beliefs towards Science

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TABLE OF CONTENTS

Introduction1

Rationale of the Study1

Focus of the Research13

Research Questions13

Literature Review14

Teacher's Beliefs14

Major Sources of Teacher Beliefs16

Definition of Self-efficacy17

Sources of Self-efficacy17

Pre-service Teachers' Self-efficacy Beliefs18

Defining PCK, MKT and PCK for Science Teaching23

Teacher's beliefs and knowledge in Science and Science Teaching24

Prospective Teachers' Beliefs about STEM and Science Teaching26

Theoretical Framework27

Methodology30

Nature of the Study31

Research Design31

Participants32

Instruments32

Critical Incident Technique33

Data Collection Methods35

Data Analysis36

Limitations38

Theoretical Framework39

References41

PRE-SERVICE ELEMENTARY TEACHERS SELF EFFICACY BELIEFS TOWARDS SCIENCE

Introduction

Rationale of the Study

With the launch of Sputnik by the Soviet Union in 50's is considered to be the beginning of a race between Soviet Union and United Stated as who will be the first to reach the space. This has encouraged United States to seriously adopt different approaches towards science education and learning. During the six decade following the launch, numerous reformations have taken place with respect to science education. In spite of this, US is still facing one of the major issues in preparing and developing a teaching workforce having required skills and knowledge for teaching Science, Technology, Engineering and Mathematics (STEM), in order to meet up the current and future needs and requirements of students and their society (President's Council of Advisors in Science and Technology, 2010). It was highlighted in one of the conferences conducted by President's Council of Advisors in Science and Technology (2010) that we are in an age of information and technology, where science and technology has been playing a significant role in different social aspects. Therefore, it has become increasingly necessary that we should be positively supporting our pre-service teachers and students, in the same manner, motivating them to develop the required skills in order to teach and learn science. Moreover, the efforts made by science educational reforms has always focused on science as a form of enquiring and as one of the most effective model of teaching and learning science (AAAS, 2003; NRC, 1996, 2000). The science reform presented recently focuses on application of scientific practices rather than focusing on developing an understanding about how to teach and learn science in a better way (NRC, 2012). These type of practices involve collection, organization, and analysis of data, information and evidences; questioning and answering of scientifically-oriented questions; getting engaged in arguments derived from evidences; development and construction of explanations based on the evidences; and communication and justification of explanations and various methods (NRC, 2012).

As presented by National Science Teachers Association (NSTA), the latest reforms based on science education focus on the development and implementation of scientific practices for increasing the motivation towards acquiring science education ar an elementary grade (NRC,2012). Previous also suggested that teachers and students must be equipped at an equal level with the necessary skills underlining present and above positive and confident attitude towards science education (Malcolm, 1989; Silvertsen, 1993). The importance of elementary science programs was restated by the National Science Teachers Association as a reaction to the first Trend in International Mathematics and Science Study (TIMSS) in 1977 results. According to the revised or restated NSTA, elementary education programs ...