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Journals / Eğitimde Nitel Araştırmalar Dergisi / 2020 / Cilt: 8 - Sayı: 3

Sources of Preservice Early Childhood Teachers’ Self-Efficacy Beliefs About Teaching Science: A Phenomenological Study

Ahmet SİMSAR
Shannon G. DAVİDSON
Pages
776–795
Publication Date
2022-11-06
DOI
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AI Summary & Key Takeaways

AI Insight
⚡ TL;DR(Too Long; Didn't Read)

Through analysis of semi-structuredinterviews and observational field notes, the results suggest that participants’ experiences with curriculum and standards held a negative effect on their self-efficacy beliefs.

📌 3 Key Takeaways

🎯
Objective & Hypothesis:The purpose of this study is to explore preservice early childhood teacher’s self-efficacy beliefs on teaching science and to understand the sources of their self-efficacy beliefs.
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Key Findings & Data:Additionally, the participants’ mentor teachers, prior K-16 science teachers,and the college professor who taught the Science Method Course all had several positive impacts on their self-efficacy beliefs.
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Conclusion & Impact:Through analysis of semi-structuredinterviews and observational field notes, the results suggest that participants’ experiences with curriculum and standards held a negative effect on their self-efficacy beliefs.
🔬Design:Research Article
📍Scope:Comprehensive Sample
⚙️Variables:Domain Parameters

Abstract

The purpose of this study is to explore preservice early childhood teacher’s self-efficacy beliefs on teaching science and to understand the sources of their self-efficacy beliefs. Three preservice teachers who were enrolled in an early childhood science methods course participated in this study. Through analysis of semi-structuredinterviews and observational field notes, the results suggest that participants’ experiences with curriculum and standards held a negative effect on their self-efficacy beliefs. Additionally, the participants’ mentor teachers, prior K-16 science teachers,and the college professor who taught the Science Method Course all had several positive impacts on their self-efficacy beliefs. Participants’ science experiences both as K-12 students and in their supervised teaching held both positive and negative effects on their beliefs about teaching science. The results of this study may support teacher educators and researchers in consideringcarefully the influencing sources of preservice teachers’ self-efficacy beliefs for science teaching.

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Cite This Article

SİMSAR, A., DAVİDSON, S. G. (2022). Sources of Preservice Early Childhood Teachers’ Self-Efficacy Beliefs About Teaching Science: A Phenomenological Study. Eğitimde Nitel Araştırmalar Dergisi, Cilt: 8 - Sayı: 3, 776–795. https://ajindex.com/articles/649934

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