Examining Growth in Preservice Science Teaching and Learning Self-Efficacy Using Mixed Methods

Tuning in to preservice teachers’ self-efficacy for science learning and teaching allows teacher educators to construct meaningful learning experiences to build motivation and pedagogical skills in science methods courses. While literature on science teaching efficacy is robust, research focusing on how preservice teachers’ beliefs about themselves as science learners, in conjunction with their beliefs as science teachers, has yet to be adequately addressed. This study used a convergent mixed methods approach to address this gap by examining how preservice teachers’ self-efficacy for learning science evolves alongside their self-efficacy for teaching science. Preservice teachers enrolled in an elementary science methods course completed instruments assessing their beliefs in their ability to learn science and their beliefs in their ability to teach science at the beginning and end of the semester. In addition, preservice teachers completed reflective science autobiographies. Results from quantitative and qualitative data sets confirmed significant increases in preservice teachers’ self-efficacy towards learning and teaching science after participating in and creating phenomena-based elementary science lessons. Implications for teacher education include embedding reflective activities into courses and purposefully tuning in to preservice teachers’ beliefs to best support and scaffold the development of confident science learners and teachers.