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.     

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.     

Science Teacher Efficacy and Outcome Expectancy as Predictors of Students' End‐of‐Instruction (EOI) Biology I Test Scores

The purpose of this study was to compare teacher efficacy beliefs of secondary Biology I teachers whose students' mean scores on the statewide End‐of‐Instruction (EOI) Biology I test met or exceeded the state academic proficiency level (Proficient Group) to teacher efficacy beliefs of secondary Biology I teachers whose students' mean scores on the EOI Biology I test fell below the state academic proficiency level (Non‐proficient Group). The mean difference on the Personal Science Teaching Efficacy (PSTE) subscale scores between the two groups was not statistically significant. This indicates that personal science teaching efficacy was not statistically related to how a teacher s students scored on the EOI Biology I test. The mean difference on the Science Teaching Outcome Expectancy (STOE) subscale scores demonstrated a statistically significant difference between the science teaching outcome expectancy of the Non‐proficient Group and Proficient Group teachers. Proficient Group teachers had significantly higher STOE scores than teachers Non‐proficient Group teachers. This finding suggests that End‐of‐Instruction Biology I test scores were related to the expectations that a teacher held for his/her students to learn biology regardless of student home environment, availability of classroom materials, or student motivation.     

The impact of integrated STEM modeling on elementary preservice teachers’ self‐efficacy for integrated STEM instruction: A co‐teaching approach

The purpose of the current study was to evaluate the impact of co‐taught integrated STEM methods instruction on preservice elementary teachers’ self‐efficacy for teaching science and mathematics within an integrated STEM framework. Two instructional methods courses (Elementary Mathematics Methods and Elementary Science Methods) were redesigned to include STEM integration components, including STEM model lessons co‐taught by a mathematics and science educator, as well as a special education colleague. Quantitative data were gathered at three time points in the semester (beginning, middle, and end) from 55 preservice teachers examining teacher self‐efficacy for integrated STEM teaching. Qualitative data were gathered from a purposeful sample of seven preservice teachers to further understand preservice teachers’ perceptions on delivering integrated STEM instruction in an elementary setting. Quantitative results showed a significant increase in teacher self‐efficacy across all three time points. Item‐level analysis revealed that self‐efficacy for tasks involving engineering and assessment (both formative and summative) were low across time points, while self‐efficacy for tasks involving technology and flexibility were consistently high. Qualitative results revealed that the preservice teachers did not feel adequately prepared by university‐level science and mathematics courses, in terms of content knowledge and integration of science and mathematics for elementary students.     

The DESTIN: Preservice Teachers' Drawings of the Ideal Elementary Science Teacher

The aim of this study is to report findings from the Drawing‐Elementary‐Science‐Teacher‐Ideal‐Not, or the DESTIN procedure. The study utilizes a simple drawing procedure accompanied by a narrative and discussion for understanding preservice teachers' images of science, science teaching, and the science teacher. Ninety drawings from two sections of an elementary science methods course were analyzed. Looking at the pre‐drawings from the beginning of the semester and post‐drawings done at the end of the semester, the findings relate the value of using drawings in teacher education and the usefulness of this procedure to promote discussions about science teaching, the construction of new images and practices for teaching elementary science, and teacher identity. The DESTIN procedure has potential as a productive activity for teacher education and long‐term professional development by making more explicit teachers' views of science teaching and learning and their past experiences as science learners.     

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.     

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.     

Characterizing STEM Teacher Education: Affordances and Constraints of Explicit STEM Preparation for Elementary Teachers

Although science, technology, engineering, and mathematics (STEM) education sits at the center of a national conversation, comparatively little attention has been given to growing need for STEM teacher preparation, particularly at the elementary level. This study analyzes the outcomes of a novel, preservice STEM teacher education model. Building on both general and STEM‐specific teacher preparation principles, this program combined two traditional mathematics and science methods courses into one STEM block. Analysis compared preservice teachers in the traditional courses with those enrolled in the STEM block, investigating STEM teaching efficacy, reported and exhibited pedagogical practices, and STEM literacies using a pre‐post survey as well as analysis of lesson planning products. Linear regression models indicated that substantial growth was seen in both approaches but STEM block preservice teachers reported significantly greater gains in STEM teaching efficacy as compared with traditional‐route teachers. Lesson planning artifacts also demonstrated increased facilitation of STEM literacies, with specific attention to content integration, engineering and design, and arts inclusion. Technology and computational thinking emerged as areas for further growth and clarification in STEM teacher education models. Findings contribute to a growing research base on developing the STEM teacher workforce.     

Turkish Preservice Primary School Teachers' Science Teaching Efficacy Beliefs and Attitudes Toward Science: The Effect of a Primary Teacher Education Program

The main purpose of this study was to investigate the effectiveness of a primary teacher education program in improving science teaching efficacy beliefs (personal science teaching efficacy beliefs and outcome expectancy beliefs) of preservice primary school teachers. The study also investigated whether the program has an effect on student teachers' attitudes toward science. Data were collected by administering the “Science Teaching Efficacy Beliefs Instrument” and “Attitudes toward Science Scale” to 282 preservice primary teachers (147 freshmen, 135 seniors). Statistical techniques such as means and t‐test were used to analyze the data. Results of the study showed that the primary teacher education program has a medium positive effect on science teaching efficacy beliefs of the primary preservice teachers (t = 4.791, p = .000) and that there were no gender differences in terms of efficacy beliefs. Results also indicated that preservice primary teachers' attitudes toward science were moderately positive and differ by class level. Fourth‐year preservice teachers' attitudes toward science were found to be significantly more positive than the first years (t = 5.494, p = .000). There were no gender differences in attitudes toward science.     

Teachers Describe Epistemologies of Science Instruction Through Q Methodology

Creating scientifically literate students is a common goal among educational stakeholders. An understanding of nature of science is an important component of scientific literacy in K‐12 science education. Q methodology was used to investigate the opinions of preservice and in‐service teachers on how they intend to teach or currently teach science. Q methodology is a measurement tool designed to capture personal beliefs. Participants included 40 preservice and in‐service elementary and secondary science teachers who sorted 40 self‐referential statements regarding science instruction. The results identified three epistemologies toward teaching science: A Changing World, My Beliefs, and Tried and True. Participants with the A Changing World epistemology believe evidence is reliable, scientific knowledge is generated in multiple ways, and science changes in light of new evidence. The My Beliefs epistemology reflects that scientific knowledge is subject to change due to embedded bias, science is affected by culture and religion, and evolution should not be taught in the classroom. The Tried and True epistemology views a scientific method as an exact method to prove science, believes experiments are crucial for scientific discoveries, absolute truth exists in scientific knowledge, and society and cultural factors can be eliminated from investigations. Implications for preservice teacher education programs and in‐service teacher professional development are addressed.     

Community‐Based Service‐Learning as a Source of Personal Self‐Efficacy: Preparing Preservice Elementary Teachers to Teach Science for Diversity

Bandura (1997) contends that when compared to other sources of efficacy, mastery experiences, when presented appropriately, have the most powerful influence on self‐efficacy. The purpose of this study was to investigate the effects of community‐based service learning (CBSL) experiences on preservice elementary teachers' personal self‐efficacy beliefs about equitable science teaching and learning. Data were collected using pretests‐posttests and post‐questionnaires with the study sample. Findings from this study support Bandura's assertion. CBSL experiences were an important source of personal self‐efficacy and significantly influenced preservice elementary teachers' personal self‐efficacy beliefs about equitable science teaching and learning.     

Exploring the Relationship Between Teaching Efficacy and Cultural Efficacy of Novice Science Teachers in High‐Needs Schools

This qualitative case study sought to investigate what relationship exists between teaching efficacy and cultural efficacy of novice science teachers in high‐needs, high‐minority urban schools. One major theme—the importance of establishing positive teacher–student relationships—surrounding teaching efficacy in the context of cultural efficacy emerged. The data sources included: (a) teachers' responses to a focus group interview conducted at the end of their first year, (b) written reports and documentation from university‐based field supervisors' observations during the teachers' first year, and (c) teachers' self‐reported responses on the Science Teaching Efficacy Belief Instrument designed to measure science teaching efficacy. Final analysis of the data reflects a strong relationship between teaching efficacy and practice within the context of culture. The results of this study also indicated an existing relationship between teaching efficacy and cultural efficacy through cultural connections with students. Encouraging the development of teacher efficacy in the context of cultural efficacy becomes important at all levels of teacher preparation, especially to ensure the retention of high‐quality science teachers in high‐needs schools.     

Pre-service science teachers’ perceptions of mathematics courses in a science teacher education programme1

Most science departments offer compulsory mathematics courses to their students with the expectation that students can apply their experience from the mathematics courses to other fields of study, including science. The current study first aims to investigate the views of pre-service science teachers of science-teaching preparation degrees and their expectations regarding the difficulty level of mathematics courses in science-teaching education programmes. Second, the study investigates changes and the reasons behind the changes in their interest regarding mathematics after completing these courses. Third, the current study seeks to reveal undergraduate science teachers’ opinions regarding the contribution of undergraduate mathematics courses to their professional development. Being qualitative in nature, this study was a case study. According to the results, almost all of the students considered that undergraduate mathematics courses were ‘difficult’ because of the complex and intensive content of the courses and their poor background mathematical knowledge. Moreover, the majority of science undergraduates mentioned that mathematics would contribute to their professional development as a science teacher. On the other hand, they declared a negative change in their attitude towards mathematics after completing the mathematics courses due to continuous failure at mathematics and their teachers’ lack of knowledge in terms of teaching mathematics.     

Urban Third Grade Teachers' Practices and Perceptions in Science Instruction with English Language Learners

The study examined relationships among key domains of science instruction with English language learning (ELL) students based on teachers' perceptions of their classroom practices (i.e., what they think they do) and actual classroom practices (i.e., what they are observed doing). The four domains under investigation included: (1) teachers' knowledge of science content; (2) teaching practices to support scientific understanding; (3) teaching practices to support scientific inquiry; and (4) teaching practices to support English language development during science instruction. The study involved 38 third‐grade teachers participating in the first‐year implementation of a professional development intervention aimed at improving science and literacy achievement of ELL students in urban elementary schools. Based on teachers' self‐reports, practices for understanding were related to practices for inquiry and practices for English language development. Based on classroom observations in the fall and spring, practices for understanding were related to practices for inquiry, practices for English language development, and teacher knowledge of science content. However, we found a weak to non‐existent relationship between teachers' self‐reports and observations of their practices.     

Elementary content specialization: Perspectives on perils and promise

We conducted a multi‐year study of specialization in elementary mathematics and/or science, using data drawn from a local sample of teachers and a nationwide sample of principals. Using the theory of planned behavior, we compare and contrast teacher and principal views and decision‐making processes related to elementary content specialization (ECS). Survey data indicate that specialist models were conceived as a way to better meet students' academic needs while relieving some of the rigorous demands placed on elementary teachers in the context of new content standards. In contrast, self‐contained classrooms were retained in elementary schools largely due to beliefs that these traditional structures provide the best social and emotional stability for students. After presentation of survey findings, we use three local case studies to present ECS at different stages of maturity (from newly enacted to well‐established), with corresponding discussion of benefits, challenges, and lessons learned. Our case study data indicate that, while newly adopted ECS models tended to face the most challenges, there may still be critical model‐specific concerns at play even when specialization has been ongoing for decades. Our findings have implications for teachers and principals, as well as researchers and professional development providers.     

Linking Preservice Teachers' Mathematics Self‐Efficacy and Mathematics Teaching Efficacy to Their Mathematical Performance

This study examined preservice teachers' mathematics self‐efficacy and mathematics teaching efficacy and compared them to their mathematical performance. Participants included 89 early childhood preservice teachers at a Midwestern university. Instruments included the Mathematics Self‐Efficacy Scale (MSES), Mathematics Teaching Efficacy Beliefs Instrument (MTEBI), and the Illinois Certification Testing System (ICTS) Basic Skills Test. The results indicate that preservice teachers' mathematics self‐efficacy is positively correlated to their personal mathematics teaching efficacy. In addition, their mathematical performance is related to their mathematics self‐efficacy and mathematics teaching efficacy. In regard to affecting student outcomes, only those preservice teachers who are very confident in their ability to teach believe they can have an effect on their students. Implications on teacher education programs are discussed.     

Learning to teach science in urban schools: Context as content

The purpose of this phenomenological study was to explore how science teachers who persisted in urban schools interpreted and responded to the unique features of urban educational contexts. With 17 alumni who taught in metropolitan areas across seven states, the Science Educators for Urban Schools (SEUS) program provided a research setting that offered a unique view of science teachers’ development of knowledge of urban education contexts. Data sources included narratives of teaching experiences from interviews and open‐ended survey items. Findings were interpreted in light of context knowledge for urban educational settings. Findings indicated that science teaching in urban contexts was impacted by the education policy context, notably through accountability policies that narrowed and marginalized science instruction; community context, evident in teacher efforts to make science more relevant to students; and school contexts, notability their ability to creatively adjust for resource deficiencies and continue their own professional growth. Participants utilized this context knowledge to transform student opportunities to learn science. The study suggests that future science education research and teacher preparation efforts would benefit from further attention to the unique elements of urban contexts, specifically the out of classroom contexts that shape science teaching and learning.     

A Longitudinal Study of Elementary Pre‐service Teachers' Mathematics Beliefs and Content Knowledge

This study investigated the mathematics beliefs and content knowledge of 103 elementary pre‐service teachers in a developmental teacher preparation program that included a two course mathematics methods sequence. Pre‐service teachers' pedagogical beliefs became more cognitively‐oriented during the teacher preparation program with these changes occurring during the two methods courses. Pedagogical beliefs remained stable during student teaching. The pre‐service teachers also significantly increased their personal efficacy for teaching mathematics throughout the program with these shifts occurring across both methods courses and into student teaching. Pedagogical beliefs and teaching efficacy beliefs were not related at the beginning of the program, but, in general, were positively related throughout the program. In addition, the pre‐service teachers' pedagogical beliefs were positively related to their specialized content knowledge for teaching mathematics at the end of the program.