The purpose of this research was to assess preservice teachers self-efficacy at different stages of their educationalcareer in an attempt to determine the extent to which self-efficacy beliefs may change over time. In addition, thecritical incidents, which may contribute to changes in self-efficacy, were also investigated. The instrument usedin the study was the Teaching Science as Inquiry (TSI) Instrument. The TSI Instrument was administered to 38preservice elementary teachers to measure the self-efficacy beliefs of the teacher participants in regard to theteaching of science as inquiry. Based on the results and the associated data analysis, mean and median valuesdemonstrate positive change for self-efficacy and outcome expectancy throughout the data collection period.
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Smolleck et al. (2011) studied this question.
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