Exploring Influencing Factors on Preservice Early Elementary Teachers' Science Teaching Self-Efficacy Beliefs

• In Event: 29.083 - Poster Session 4
  In Poster Session: 29.083-2 - Innovation in Science Instruction and Science Teacher Preparation

Abstract

Despite its importance, science education is often overlooked or glossed over in early elementary grades (K-2); one convincing possibility as to why this is the case could be that many novice teachers do not feel well prepared to teach science to their students. The purpose of this qualitative study is to explore the factors that three pre-service early elementary (K-2) teachers perceive as having influence on their science teaching self-efficacy beliefs. Interview transcripts were analyzed for emergent themes of contributing factors. Personal experiences with science and science teachers—particularly K-16 science teachers, methods course instructors, and practicum mentors—and concerns about integrating science with math and language arts were cited as the most influential factors on science teaching self-efficacy.

Authors

• Shannon Lee Gooden, Florida State University

• Ahmet Simsar, Florida State University