Building Education Majors’ Confidence for Teaching Physics

• In Event: Poster Session 6
  In Poster Session: Preparing Science Preservice Teachers for Inclusive Diverse K-12 Classrooms

Abstract

The study was conducted to examine the content-related and teaching efficacy beliefs of elementary and middle school majors enrolled in a semester-long physics course designed for preservice teachers. Fifty-one preservice teachers from a southeastern university completed surveys given at the start and end of the semester. The survey included 19 items each for physics self-efficacy, physics teaching self-efficacy, and perceived importance of physics tasks. At the end of the semester, participants were asked what influenced their confidence to do and to teach physics. Results showed significant relationships among physics self-efficacy, teaching self-efficacy, and perceived importance of tasks. No significant relationships were found for number of completed science courses, teaching experience, and preservice teachers’ beliefs about doing and teaching physics.

Authors

• Ellen L. Usher, University of Kentucky

• Natasha Mamaril, University of Kentucky

• Jon Gaffney, University of Kentucky

• Amy Gaffney, University of Kentucky