An Extended Examination of Preservice Elementary Teachers' Science Teaching Self‐Efficacy

The purpose of this study was to examine programmatic factors that positively impact changes in elementary preservice teachers' teaching self‐efficacy beliefs. Specifically, it examined the impact of science methods courses, student teaching, and science content courses on elementary preservice teachers' science teaching self‐efficacy. The Science Teaching Efficacy Belief Instrument Form B was administered, using a pre/post design, to undergraduate elementary education majors in specific education and science content courses. A total of 399 responses were collected, of which 172 had matching pre/post surveys suitable for analysis. Students in the science content courses and student teaching seminar showed no significant change in either the Personal Science Teaching Efficacy (PSTE) or the Science Teaching Outcome Expectancy scales during the time they were enrolled in the classes. Significant gains in PSTE were found for students enrolled in the science methods course. The specific design of the education program and methods course may be responsible for these changes.     

Non‐Traditional Preservice Teachers and Their Mathematics Efficacy Beliefs

In Florida, recent legislative changes have granted community colleges the ability to offer baccalaureate degrees in education, frequently to non‐traditional students. Based on information obtained from the literature covering preservice teachers' math knowledge, teachers' efficacy beliefs about math, and high‐stakes mathematics testing, a study examined a population of preservice teachers in a new Florida teacher preparation program. The research investigated relationships surrounding non‐traditional preservice teachers' characteristics such as: ages, high‐stakes math failures, lower division mathematics history, and math methods course performance, in relation to their efficacy beliefs about mathematics. Results revealed that preservice teachers' ages, lower division mathematics history, and math methods course performance, did have a significant relationship with their math efficacy beliefs, as measured by the Mathematics Teaching Efficacy Beliefs Instrument (MTEBI); the variable of high‐stakes math failures did not. Additionally, a multiple regression model including the aforementioned variables did predict preservice teachers' MTEBI scores, but did not generalize to the greater population. The findings from this study can assist new teacher preparation programs in isolating variables that identify preservice teachers who are at risk for poor mathematical attitudes; can posit avenues for fostering positive math beliefs in preservice teachers; and can recommend further research in this area.     

Preservice Elementary Teachers' Mathematics Content Knowledge and Teacher Efficacy

The purpose of this study was to examine the relationship between mathematics content knowledge and teacher efficacy during an elementary mathematics methods course. A positive moderate relationship between content knowledge and personal teaching efficacy was found, and this relationship was stable during the course. No relationship was found between content knowledge and outcome expectancy. Written artifacts were used to understand and elaborate on these findings. Those data suggest that prior learning experiences may help explain this relationship. Additionally, they suggest that preservice teachers with different levels of content knowledge may attend to different sources of information when making efficacy judgments about teaching.     

The Role of Field Experience in Elementary Preservice Teachers' Self‐Efficacy and Ability to Connect Research to Practice

Though the importance of including practicum experiences in programs for the preparation of elementary preservice teachers is generally accepted, the nature of these experiences on the development of skills in teaching science can vary greatly. This study compares the effect of variations in field experiences at two institutions, one which included a practicum that was not connected to the science methods course and instructor and the other where the practicum was concurrent with and taught by the methods instructor. Interview data and results of the STEBI‐B were collected across four years, with a total n = 129. The concurrent, embedded practicum yielded consistent increases in self‐efficacy across the semesters. Also after the embedded practicum, preservice teachers showed greater understanding in research‐based science teaching practices.     

Teaching Science as Science Is Practiced: Opportunities and Limits for Enhancing Preservice Elementary Teachers' Self‐Efficacy for Science and Science Teaching

Science teaching in elementary schools, or the lack thereof, continues to be an area of concern and criticism. Preservice elementary teachers' lack of confidence in teaching science is a major part of this problem. In this mixed‐methods study, we report the impacts of an inquiry‐based science course on preservice elementary teachers' self‐efficacy for science and science teaching, understanding of science, and willingness to teach it in their future careers. Our findings suggest that for some students, the inquiry‐based science course positively influenced their self‐efficacy for science and science teaching. Gains were made in a majority of students' conceptual understanding of science, understanding of the science process and scientific research, and confidence with science and science teaching. The subjects did not experience the course uniformly, however. Rather, there appeared to be two distinct groups, one on a trajectory of improving their outlook on science teaching and one worsening. The results presented here therefore provoke some interesting questions regarding preservice elementary teachers' preparation for science teaching.     

Metaphors Reveal Preservice Elementary Teachers' Views of Mathematics and Science Teaching

Typically, experiences shape one's attitudes toward the “thing” that is being experienced, whether it is a person, pet, movie, etc. Classroom experiences also shape one's attitudes toward a subject, teacher, learning, and so forth. Studies have shown that attitudes become more negative as students move from elementary to secondary schools. Elementary preservice teachers have had many classroom experiences by the time they reach their methods courses. These varied experiences have shaped their attitudes about the learning and teaching of mathematics and science.     

Mathematics Anxiety and Preservice Elementary Teachers' Confidence to Teach Mathematics and Science

Sixty‐five preservice elementary teachers' math anxiety levels and confidence levels to teach elementary mathematics and science were measured. The confidence scores of subjects in different math anxiety groups were compared and the relationships between their math anxiety levels and confidence levels to teach mathematics and science were investigated. The results suggest that low math anxious preservice teachers are more confident to teach elementary mathematics and science than are their peers having higher levels of math anxiety. Negative correlations were found between preservice teachers' math anxiety and their confidence scores to teach elementary mathematics (r = ?.638) and between preservice teachers' math anxiety and their confidence scores to teach elementary science (r = ‐.417). Also, personal math and science teaching self‐efficacy scores of participants were found to be correlated at .01 level (r =.549).     

Assessing Preservice Teachers' Beliefs about the Teaching and Learning of Mathematics and Science

With increased study of teachers' beliefs about science and mathematics teaching in recent years, there is a need for instruments that assess beliefs in both content areas. Moreover, early field experiences in schools and professional development efforts may influence the beliefs that preservice and in‐service teachers develop, and instruments for this purpose are limited. This article describes the development and validation of the Confidence, Commitment, Collaboration, and Student thinking in Mathematics and Science (CCCSMS) beliefs scales, a set of 10 six‐item scales. Collectively, these scales measure teachers' self‐confidence in doing and teaching science and mathematics, confidence in understanding children's thinking and building models of that thinking, commitment to teaching science and mathematics from a standards‐based perspective, and commitment to collaborating with peers. The scales represent an efficient and effective way of assessing beliefs of large groups. Although this article focuses predominantly on development of the scales, results from initial use indicate that there are positive correlations between beliefs related to mathematics and beliefs related to science, but the correlations are low enough to show that many teachers think differently about the two subjects.     

Preservice Elementary Teachers' Use of Mathematics in a Project‐Based Science Approach

The use of a project‐based science (PBS) approach to teaching encourages students to integrate mathematics and science in meaningful ways as they create projects. As a beginning study of how students use mathematics in such an approach, an analysis of 23 projects developed by preservice elementary teachers enrolled in an elementary science course was conducted. Findings showed that students made a number of different types of mathematical errors and underutilized data representation and summary forms. Implications included the importance of developing methods for supporting the use of mathematical tools in utilizing a project‐based approach and considering ways that such tools mediate scientific thinking.     

Gender‐Related Beliefs and Mathematics Performance of Preservice Primary Teachers

The aim of this study was to examine whether there are gender differences in mathematics achievement and in beliefs about mathematics of preservice teachers over a period of four years. Data were collected from preservice teachers (156 males and 155 females) from the Ad?yaman University Faculty of Education in Turkey. The Mathematics as a Gendered Domain instrument was used to investigate preservice teachers' beliefs about the gender differences in mathematics. The results indicated that gender had no effect on mathematics performances of the preservice primary teachers. Findings of this research show that most of the male and female preservice primary teachers do not gender‐stereotype mathematics and believe that mathematics is gender neutral, although there are gender differences on some types of items of instrument.     

A Comparison of Preservice Elementary Teachers' Beliefs About Mathematics and Teaching Mathematics: 1968 and 1998

The study replicates Collier's (1972) work. It focuses on the beliefs of a large sample of elementary education students at four stages of teacher preparation, about both the nature of and the teaching of mathematics. The instrument measures what Collier termed a “formal‐informal” dimension of belief. The data suggest that initially the 1998 students held significantly more informal (constructivist) beliefs than did their 1968 counterparts. In both years, students moved toward more informal beliefs during the course of their programs, with the most significant changes occurring in their beliefs about how mathematics should be taught. However, apparent contradictions in belief structures were observed both at the start and at the end of their programs. Thus, it appears that though many students acquired new, more informal beliefs during the course of their programs, they did not develop robust, consistent philosophies of mathematics education.     

Promoting Preservice Elementary Teachers' Awareness of Learning and Teaching Mathematics Conceptually Through KTEM

In this article, we describe preservice elementary teachers' reactions to Liping Ma's (1999) book, Knowing and Teaching Elementary Mathematics (KTEM), from five universities. Ma's discussion of solely teaching elementary mathematics procedurally and its consequences awakens the preservice teachers' memories of learning elementary mathematics. Ma's analysis of and solution to the problem ignites strong emotions in the preservice elementary teachers and promotes a desire to teach elementary mathematics conceptually. Through the analysis of writing assignments, we summarize how reading and reflecting on KTEM gives preservice teachers an opportunity to examine their beliefs about teaching and learning elementary mathematics conceptually.     

Relationship Between Science and Mathematics Teaching Efficacy of Preservice Elementary Teachers

The purpose of this study was to investigate the change in teacher efficacy beliefs about mathematics and science teaching during participation in methods courses and student teaching, as well as the relationship between mathematics and science teaching efficacy. Data revealed that, as science and mathematics teacher education in a methods course progressed, science and mathematics teaching efficacy significantly increased. This effect appeared to decrease slightly by the end of student teaching. Analysis of data indicated a significant difference in both the personal mathematics and personal science teaching efficacy scores, as well as mathematics outcome expectancy. Additionally, preservice teachers' personal mathematics and science teaching efficacies were directly related, as were their mathematics and science teaching outcome expectancies.     

Changes in Preservice Elementary Teachers' Sense of Efficacy in Teaching Science

This paper reports progress to date on a longitudinal study of changes in preservice teachers' sense of efficacy in teaching science. The study involved procedures designed to validate, in an Australian context, the Science Teaching Efficacy Beliefs Instrument (STEBI-B) comprised of two scales: Personal Science Teaching Efficacy Belief Scale (STE) and Science Teaching Outcome Expectancy Scale (STO). Concomitantly, the instrument was used to monitor changes in teachers' sense of science teaching efficacy employing a pretest and repeated posttest, one group research design. The subjects were students enrolled in a three-year Bachelor of Teaching (Primary) program. Correlations between pretest scores on STEBI-B and other measures of personal beliefs and behaviors, namely academic self concept and academic locus of control, supported the validity of STEBI-B. The results indicate that, over three semesters of the program, there was significant difference between the pretest and posttest scores on the STE scale. Possible explanations of the results obtained are discussed and evaluated and a justification for further long term research into teachers' sense of efficacy in teaching science is provided. Implications of the results for the teaching of elementary school science are discussed.     

Revisiting the STEBI‐B: Measuring Self‐Efficacy in Preservice Elementary Teachers

The Science Teaching Efficacy Belief Instrument‐Preservice (STEBI‐B) has been used in many studies to measure science teaching self‐efficacy and outcome expectancy in preservice elementary teachers. Since its development in 1990, there have been no studies that have re‐examined its internal validity and reliability. The purpose of this study was to do so. Two hundred ninety preservice elementary teachers participated in this study. The STEBI‐B was administered at the beginning of science methods courses. A factor analysis established that the two subscales, Personal Science Teaching Efficacy Belief (PSTE) and Science Teaching Outcome Expectancy (STOE), on the STEBI‐B were homogeneous, and loadings were comparable to those reported by Enochs and Riggs (1990) . Two items on the STOE were found to exhibit cross‐loading on the factor analysis, as well as low item‐total correlations. These two items were modified and the revised instrument administered to 86 new participants. Both revised items loaded more clearly on the STOE subscale, and item‐total correlations were stronger. Comparison of means analyses showed that gender, number of science courses taken, and school science experiences had significant associations with PSTE. The STEBI‐B continues to be employed in hundreds of studies to measure science teaching self‐efficacy. It is important to continue to monitor its reliability and validity, as well as check on associations with various background variables. The modified STEBI‐B is included in an appendix with this article.     

Science Self‐Efficacy of Preservice Teachers in Face‐to‐Face versus Blended Environments

Using a quasi‐experimental mixed methods concurrent design, this study measured the science self‐efficacy of pre‐service elementary teachers before and after a survey of science content course. Further, this course was delivered in two different formats: face‐to‐face and hybrid (approximately 50% online), and compared pre‐and post‐science self‐efficacy of students in the two different course formats. Our quantitative results showed increases in personal efficacy, but not outcome expectancy for both formats, and no significant differences between the increases for either format. Our qualitative data showed that participants attributed their increased levels of personal efficacy to the hands‐on components of the course, as well as perceived teacher attitudes toward science, both of which would be challenging to replicate in a purely online format, as opposed to the hybrid format included in this study.     

Mathematical Connections and Their Relationship to Mathematics Knowledge for Teaching Geometry

Effective competition in a rapidly growing global economy places demands on a society to produce individuals capable of higher‐order critical thinking, creative problem solving, connection making, and innovation. We must look to our teacher education programs to help prospective middle grades teachers build the mathematical habits of mind that promote a conceptually indexed, broad‐based foundation of mathematics knowledge for teaching which encompasses the establishment and strengthening of mathematical connections. The purpose of this concurrent exploratory mixed methods study was to examine prospective middle grades teachers' mathematics knowledge for teaching geometry and the connections made while completing open and closed card sort tasks meant to probe mathematical connections. Although prospective middle grades teachers' mathematics knowledge for teaching geometry was below average, they were able to make over 280 mathematical connections during the card sort tasks. Curricular connections made had a statistically significant positive impact on mathematics knowledge for teaching geometry.     

Elementary Preservice Teachers' Knowledge and Beliefs Regarding Science and Mathematics

The development of teacher education programs to better prepare elementary teachers requires an empirical base in which to anchor meaningful change. The research reported herein makes just such an effort. Preservice teachers' mathematics and science knowledge was measured as were their beliefs regarding instruction in these content areas. The results suggest that an increase in the number of college credit hours in science and mathematics content is less likely to effect necessary change than alteration of the methods and curriculum materials.     

Preservice Teachers' Beliefs and Attitude About Teaching and Learning Mathematics Through Music: An Intervention Study

This article presents exploratory research investigating the integration of music and a mathematics lesson as an intervention to promote preservice teachers' attitude and confidence and to extend their beliefs toward teaching mathematics integrated with music. Thirty students were randomly selected from 64 preservice teachers in a southern university. A 90‐minute mathematics lesson integrated with a music composition activity was taught by the first author. Pre‐ and postquestionnaires were provided to evaluate the change in preservice teachers' attitude and beliefs toward mathematics. The results demonstrated that the mathematics lesson integrated with music had a positive effect on preservice teachers' attitude and beliefs toward mathematics teaching and learning.     

Using Metaphors as a Tool for Examining Preservice Elementary Teachers' Beliefs About Mathematics Teaching and Learning

This study used metaphors as a tool to gain insight about preservice teachers' conceptualizations of the role of the teacher and the learner and held the view that the examination of these metaphors might provide an opportunity for teacher educators to reflectively and critically examine those beliefs. Thus, this research examined possible differences in the reflected beliefs of elementary preservice teachers as depicted in their metaphors about mathematics teaching and learning at three different points throughout their mathematics education methods courses. The results of this study indicated that elementary preservice teachers' beliefs primarily remained static throughout their mathematics methods courses despite ongoing experiences designed to challenge and extend those beliefs.