Developmental Science Efficacy Trajectories: A Longitudinal Mixed-Methods Investigation

• In Event: Poster Session 12
  In Poster Session: Division C Poster Session

Abstract

The aim of this mixed-methods study was to investigate the developmental science efficacy trajectories of elementary novice teachers from a STEM-focused program (N=245) over the course of their teacher preparation and into their first two years of teaching. Quantitative results showed that participants’ efficacy trajectory increased gradually during their teacher preparation program, but slowly decreased during their first and second year of teaching. Additionally, group and individual efficacy trajectories were analyzed. Qualitative data (18 interviews) helped explain when and why changes in teaching efficacy take place. Contributions from this study can help enhance our understanding about the changes in teachers’ science efficacy beliefs and factors that help or hinder teaching efficacy development over time.

Authors

• Margareta Maria Thomson, North Carolina State University

• Erin Suzanne Huels Huggins, North Carolina State University

• Wayne Williams, North Carolina State University