The Proof Is in the Pudding: A Study of Science Self-Efficacy and Teaching Science to Diverse Students With Preservice Elementary Teaching Candidates

• In Event: AERA Graduate Student Research in Progress Roundtable Session One
  In Roundtable Session: Teaching Science: Practitioner Knowledge, Self-Efficacy, and Retention (Table 16)

Abstract

This mixed methods research examines the effect of elementary science methods coursework on pre-service elementary teachers' self-efficacy to teach science to diverse learners. This study was guided by the following research questions: (1)How do pre-service elementary candidates change over the course of their science methodology program regarding their self-efficacy to teach science to diverse students? (2) How are teacher education programs and class syllabi similar or different across six different Universities and colleges in Virginia? (3) How do teacher candidates conceptualize equity and diversity in the elementary setting? Primary data was collected using a validated survey instrument called SEBEST, which was designed to measure self-efficacy in teaching science to diverse learners. Additional data came from document analysis and pre-service teaching candidate interviews. The researcher hypothesizes a positive effect of science methods coursework on students' self-efficacy to teach science to diverse students. The effects of teacher education program courses, class syllabi, and interview analysis will be synthesized, and implications of teacher education programs and practice will be provided

Author

• Lily Bentley, University of Virginia
  Presenting Author