Changes in Teaching Efficacy Beliefs among Elementary Preservice Teachers from a STEM-focused Program: Case Study Analysis

Abstract

Four case studies of preservice teachers enrolled in a STEM-focused elementary teacher preparation program are used to document changes in mathematics and science teaching efficacy over the course of one academic year. Qualitative analysis revealed that all four case studies experienced changes in their mathematics and science teaching efficacy beliefs over the course of the year. Participants described unique ways of understanding their growth (or lack thereof) in teaching efficacy, the trajectory of teaching efficacy over the course of the year, and the role of teacher training in changing their efficacy beliefs.

Keywords: efficacy beliefs; preservice teachers; STEM education

Full Text

PDF

REFERENCES

Bandura, A. (1993). Perceived self-efficacy in cognitive development functioning. Educational Psychologist, 28(2), 117-148

Bleicher, R. E. (2007). Nurturing confidence in preservice elementary science teachers. Journal of Science Teacher Education, 18, 841-860.

Bleicher, R. E. & Lindgren, J. (2005). Success in science learning and preservice teaching self-efficacy. Journal of Science Teacher Education, 16, 205-225.

Bong, M. & Skaalvik, E.M. (2003). Academic self-concept and self-efficacy: How different are they really? Educational Psychology Review, 15(1), 1-40.

Borko, H., & Whitcomb, J.A. (2008).  Teachers, teaching, and teacher education: Comments on the National Mathematics Advisory Panel’s report.  Educational Researcher, 37, 565-572.

Brown, A. B. (2012). Non-traditional preservice teachers and their mathematics efficacy beliefs. School Science and Mathematics, 112(3), 191-198.

Cantrell, P., Young, S., & Moore, A. (2003). Factors affecting science teaching efficacy of preservice elementary teachers. Journal of Science Teacher Education, 14(3), 177-192.

Charalambous, C.Y. & Philippou, G.N. (2010). Teachers’ concerns and efficacy beliefs about implementing a mathematics curriculum reform: integrating two lines of inquiry. Educational Studies in Mathematics, 75(1),1-21.

Charalambous, C.Y., Philippou,G.N., & Kyriakides, L. (2008). Tracing the development of preservice teachers’ efficacy beliefs in teaching mathematics during fieldwork. Educational Studies in Mathematics, 67 (2), 125-142.

Cretu, D. (2017). Hopes and fears of teacher candidates concerning the teaching profession. MATEC Web of Conferences, 121, 1-8. DOI: 10.1051/matecconf/201712112002

Enochs, L. G., Smith, P. L., & Huinker, D. (2000). Establishing factorial validity of the mathematics teaching efficacy beliefs instrument. School Science and Mathematics, 100(4), 194–202.

Hill, H., Rowan, B. & Ball, D. B. (2005). Effects of teachers’ mathematical knowledge for teaching on student achievement. American Educational Research Journal, 42(2), 371-406.

Lumpe, A. T., Haney, J. J., & Czerniak, C. M. (2000). Assessing teachers’ beliefs about their science teaching context. Journal of Research in Science Teaching, 37 (3), 275-292.

Löfström, E., & Poom-Valickis, K. (2013). Beliefs about teaching: Persistent or malleable? A longitudinal study of prospective student teachers’ beliefs. Teaching and Teacher Education, 35, 104–113.

Newton,K.J., Leonard,J., Evans, B.R., & Eastburn, J.A. (2012). Preservice elementary teachers’ mathematics content knowledge and teacher efficacy. School Science and Mathematics,112 (5), 289–299.

Richardson, G. M., & Liang, L.L. (2008). The use of inquiry in the development of preservice teacher efficacy in mathematics and science. Journal of Elementary Science Education, 20 (1), 1-16.

Saban, A., Kocbeker, N. B., & Saban, A. (2007). Prospective teachers’ conceptions of teaching and learning revealed through metaphor analysis. Learning and Instruction, 17, 123–139.

Schunk, D. H., Pintrich, P. R., & Meece, J. L. (2008). Motivation in education: theory, research, and applications. Upper Saddle River, NJ: Pearson.

Setlage, J. (2000). Understanding the learning cycle: Influences on abilities to embrace the approach by preservice elementary school teachers. Science Teacher Education, 84(1), 43-50.

Sharp, J. G., Hopkin, R., & Lewthwaite, B. (2011). Teacher perceptions of science in the National Curriculum. International Journal of Science Education, 33(17), 2407-2436.

Swackhamer, L. E., Koellner, K., Basile, C., & Kimbrough, D. (2009). Increasing the self-efficacy of inservice teachers through content knowledge. Teacher Education Quarterly, 36(2), 63-78.

Swars, S., Hart, L. C., Smith, S. Z., Smith, M., & Tolar, T. ( 2007). A longitudinal study of elementary pre-service teachers’ mathematics beliefs and content knowledge. School Science and Mathematics, 107, 325-335.

Thomson, M. M., Turner, J.E., & Nietfeld, J. (2012). A typological approach to investigate motivation for teaching and beliefs about teaching of preservice teacher candidates. Teaching and Teacher Education, 28, 324-335.

Thomson, M. M., & McIntyre, E. (2013). Teachers’ professional goals: An examination of different teachers’ typologies with respect to motivations and beliefs about teaching. Teacher Development, 17(4),409-430.

Thomson, M.M. & Palermo, C. (2014). Preservice teachers’ understanding of their professional goal: Case studies from three different typologies. Teaching and Teacher Education,44, 56–68.

Thomson, M.M., DiFrancesca, D., Carrier, S., & Lee, C. (2017). Teaching efficacy: Exploring relationships between mathematics and science self-efficacy beliefs, PCK and domain knowledge among preservice teachers from the United States. Teacher Development, 21 (1), 1-20.

Thomson, M.M., Huggins, E. & Williams, W. (2019). Developmental science efficacy trajectories of novice teachers from a STEM-focused program: A longitudinal mixed-methods investigation. Teaching and Teacher Education, 77, 253-265.

Utley, J., Moseley, C., & Bryant, R. (2005). Relationship between science and mathematics teaching efficacy of preservice elementary teachers. School Science and Mathematics, 105 (2), 82-87.

Velthuis, C., Fisser, P., & Pieters, J. (2014). Teacher training and preservice primary teachers’ self-efficacy for science teaching. Journal of Science Teacher Education, 25, 445-464.