Influence of Field Experiences on Preservice Teachers’ Teaching Anxiety and Self-Efficacy in Science Teaching

• In Event: Roundtable Session 3
  In Roundtable Session: Field Experience to Enhance Teacher Self-Efficacy, Decision Making, and Autonomy

Abstract

The purpose of this study is to investigate self-efficacy in science teaching and teaching anxiety in preservice teachers enrolled in an elementary teacher internship program and to determine if there is a relationship between their teaching self-efficacy and teaching anxiety. In addition, the study will also assess the impact of a student internship program on changes in preservice teachers’ teaching self-efficacy and teaching anxiety. The Science Teaching Efficacy Belief and the Teaching Anxiety Scale were administered to 52 preservice elementary teachers. The preservice teachers had significant increases in their science teaching efficacy and decreases in teaching anxiety. The findings of this study informed that preservice teachers’ self-efficacy and teaching anxiety can be improved through field experiences.

Author

• Sanghee Choi, University of North Georgia