Science and Engineering Teaching Self-Efficacy: A Systematic Literature Review

• In Event: Fairmont Roundtable Session Five
  In Roundtable Session: Teacher Beliefs, Agency, Identity, and Knowledge (Table 11)

Abstract

Self-efficacy is a topic of great interest in elementary preservice and inservice teacher education, considering that elementary teachers often have low science and engineering teaching self-efficacy. In this systematic review, we synthesize existing research to reveal trends and uncover existing gaps, including recommendations for future research. Out of 117, we found 84 articles that studied preservice, 31 inservice, and two articles studied both preservice/inservice teachers’ self-efficacy. Findings from the thematic analysis indicate that the diversity of teacher education programs across the United States and globally offers a rich context for considering a range of programmatic features that impact elementary teachers’ science and engineering teaching self-efficacy. Implications for future research and practice in multiple contexts across teacher preparation programs are discussed.

Authors

• Deepika Menon, University of Nebraska - Lincoln
  Presenting Author

• Jeanna R. Wieselmann, Southern Methodist University
  Non-Presenting Author

• Sumreen Asim, Indiana University - Southeast
  Presenting Author

• Sarah Haines, Towson University
  Non-Presenting Author