A Longitudinal Mixed Methods Study Examining the Impact of Science Method Courses on Pre-Service Teachers' Science Teaching Efficacy Beliefs at a Hispanic Serving Institution

• In Event: AERA Graduate Student Research-in-Progress Roundtable Session 1
  In Roundtable Session: Research on Science Teaching, Teaching Efficacy, and Trust in Science (Table 10)

Abstract

The number of STEM majors has declined drastically in recent years. Teachers play a crucial role in sparking students' prolonged interest in science. Despite elementary teachers exhibiting reluctance to teach science. This research-in-progress proposal presents the problem, purpose, research design, and findings from the pilot study. This longitudinal mixed methods study aims to explore the beliefs of pre-service teachers (PST) about teaching science. Convenience sampling was used to recruit the participants. STEBI-B and semi-structured interviews were utilized in designing the quantitative and qualitative strands respectively. A total of 18 and 28 participants completed the survey in the pilot study. Increased self-efficacy was found. The qualitative findings will help science educators understand the factors that influence PSTs' attitudes toward science teaching.

Author

• Ruchi Soni, Florida International University