Development and validation of the STEM Teaching Self-efficacy Scale (STSS) for early childhood teachers (original) (raw)
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Self-efficacy and STEM: An Integrated Pedagogical Approach for Pre-service Elementary Teachers
International Journal for Cross-Disciplinary Subjects in Education, 2019
Teacher preparation for elementary education often separates pedagogical approaches by content. This study examines an integrative pedagogical approach in the areas of Science, Technology, Engineering, and Math (STEM) with elementary education majors. The preservice teachers were provided experiences to learn about pedagogical approaches for STEM integration and to design and implement interdisciplinary units with robotics in classroom settings as a part of a combined math and science pedagogy course. A modified version of the Science Teaching Efficacy Beliefs Instrument (STEBI-B) survey was used as a pre-and postassessment to determine if changes occurred in the preservice teacher's self-efficacy and outcome expectancy with elementary students as a result of this approach. Findings between pre-and post-assessments show increased means for both subscales: Personal STEM Teaching Efficacy (PSTE) and STEM Teaching Outcome Expectancy (STOE). Qualitative responses also indicate the beliefs and outcomes in STEM teaching were positively impacted. These findings indicate that a combined science-mathematics pedagogical approach that includes the development of units and teaching the units in authentic classrooms leads to more confidence in STEM teaching. The approach utilized in this study may serve as a model for other teacher preparation programs.
2018 IEEE International Conference on Teaching, Assessment, and Learning for Engineering (TALE), 2018
STEM is an acronym for Science, Technology, Engineering and Mathematics. Malaysia prioritizes STEM Education in the education transformation with the target to fulfill the demand of national workforce. Strengthening STEM initiatives stated in the Malaysian Blueprint 2013-2025 targets students to be nurtured with the skillset to survive the hardships of a fast-moving pace technological world. As teachers play an essential role in ensuring achievement of this transformation, this study was conducted to identify the level of self-efficacy and dominant instructional strategies among secondary school STEM teachers in the district of Kemaman, Terengganu in Malaysia. A simple random survey method was used in this study involving 217 teachers. The instruments used in this study were Teacher Efficacy Scale (TES) and Minnesota Effective Practice Instructional Strategies Assessment (MEPISA). The analysis of descriptive statistics and Pearson correlation was done using SPSS software. The findings of this study show that the mean for both general and personal teaching self-efficacy are at a high level. While, the mean for dominant instructional strategies perceived by teachers is at a moderate level. Furthermore, there is a low but significant positive correlation found between the general and personal teaching self-efficacy with instructional strategies in implementing STEM education.
JOITL, 2018
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.
Teaching and Teacher Education , 2019
The aim of this mixed-methods study was to investigate the developmental science efficacy trajectories of elementary novice teachers from a STEM-focused program (N=245) over the course of their teacher preparation and into their first two years of teaching. Quantitative results showed that participants' efficacy trajectory increased gradually during their teacher preparation program, but slowly decreased during their first and second year of teaching. Additionally, group and individual efficacy trajectories were analyzed. Qualitative data (18 interviews) helped explain when and why changes in teaching efficacy take place. Contributions from this study can help enhance our understanding about the changes in teachers' science efficacy beliefs and factors that help or hinder teaching efficacy development over time. Key words: preservice teachers; efficacy beliefs; STEM education.
Teacher Self-Efficacy for STEM Talent Development
2017
In order to implement more science, technology, engineering, and mathematics (STEM) into K12 classrooms, it is important to find out whether teachers are comfortable with this pedagogy. To determine teachers' current self-efficacy of STEM pedagogy, teachers in a southern state in the United States were asked to enlighten researchers into this phenomenon. Participants were K12 teachers (n = 119) from a public school district undertaking a district-wide STEM initiative. A measure of STEM teacher self-efficacy and a demographic questionnaire were administered online to participants. STEM teacher self-efficacy data were analyzed, along with demographic data, using descriptive discriminant analysis (DDA) and canonical correlation analysis (CCA). Results suggest some demographic variables are more predictive of STEM self-efficacy (gender, grade level taught, feelings of administrative support, and professional development sessions attended) than others (whether or not gifted courses a...
Journal of Education and Training Studies, 2016
The measurement of teacher self-efficacy has a history of more than 30 years. The purpose of this research is to evaluate the development and validation of a new scale to measure the science teaching self-efficacy of elementary school teachers. Therefore, a scale has been created to measure elementary teachers' science teaching self-efficacy and the evidence for validity of the scale is presented in this study. Data collection for this study occurred during 2014-2015 academic year. Measurement tool applied to 135 science teachers in elementary school. All of these participants completed the Self-Efficacy for Science Teaching Scale (SSTS) in January 2015 and again in June 2015. "The Self-Efficacy for Science Teaching Scale (SSTS)" was developed and has undergone revisions to the original version through processes defined in this study. The SSTS is comprised of three parts: "Science Teaching Self-Efficacy (STSE), Efficacy for Understanding Science Content (EUSC) and Efficacy for Teaching Science Content (ETSC)". Reliability for each part of the SSTS was found to be acceptable for both versions of the scale. Evidence of reliability and validity were collected to determine if the SSTS is an adequate scale to measure science teaching self-efficacy of teachers. Findings indicate that reliability and validity of the scale is adequate. Finally, theoretical implications for elementary school teachers' science teaching self-efficacy are discussed.
Science Education International, 2020
The aim of this study was to determine the relationship between preschool teachers' attitudes toward science teaching and self-efficacy beliefs and to examine them in terms of various variables. The research was conducted in the years 2018-2019 using a survey. The study included 113 female and eight male preschool teachers who worked in state or private schools in Turkey. All participated voluntarily. In this study, the "Scale of Attitudes toward Science Teaching" (AST) and "Science Teaching Self-Efficacy Beliefs Scale" (SEB) were used. Both scales used five-point Likert type items. After the scales were applied, semi-structured interviews were conducted with 36 randomly selected teachers and five open-ended questions developed by the researchers were asked. In the light of the findings obtained from the study, it was observed that pre-school teachers' attitudes toward science teaching and science self-efficacy beliefs did not differ according to gender and professional experience. In addition, there was a positive relationship between teachers' scores obtained from the AST and SEB, that is, science attitudes and science self-efficacy beliefs were related positively. In other words, teachers who have positive attitude toward science had high self-efficacy beliefs. Learning environments should be prepared to conduct science activities effectively in accordance with different methods and techniques.
Early Education and Development, 2017
Research Findings: Quality early science education is important for addressing the low science achievement, compared to international peers, of elementary students in the United States. Teachers' beliefs about their skills in a content area, that is, their content self-efficacy is important because it has implications for teaching practice and child outcomes. However, little is known about how teachers' self-efficacy for literacy, math and science compare and how domain-specific self-efficacy relates to teachers' practice in the area of science. Analysis of survey and observation data from 67 Head Start classrooms across eight programs indicated that domain-specific self-efficacy was highest for literacy, significantly lower for science, and lowest for math. Classrooms varied, but in general, engaged in literacy far more than science, contained a modest amount of science materials, and their instructional support of science was low. Importantly, self-efficacy for science, but not literacy or math, related to teachers frequency of engaging children in science instruction. Teachers' education and experience did not predict selfefficacy for science. Practice or Policy: To enhance the science opportunities provided in early childhood classrooms, pre-service and in-service education programs should provide teachers with content and practices for science rather than focusing exclusively on literacy.
Taiwan Elementary Teachers' Views of Science Teaching Self-Efficacy and Outcome Expectations
International Journal of Science and …, 2008
This paper presents the results of a case study involving 282 Taiwanese elementary science teachers at the elementary level. These teachers provided responses to the science efficacy instrument (STEBI-A) and also provided personal data regarding how their years of general (YTE) and science (YTS) teaching experience may have influenced student achievement in science. Researchers used two multivariate analysis of variance (MANOVA) to investigate the interaction and influence of YTE and YTS upon the personal science teaching efficacy (PSTE) and science teaching outcome expectations (STOE) of these teachers. The results advocate the position that the years of general teaching experience of elementary science teachers in Taiwan have a significantly greater impact upon their personal science teaching efficacy and science teaching outcome expectations than years of teaching science. This evidence calls into question whether Bandura and Tschannen-Moran_s view of teacher efficacy as both context and subject matter specific at the elementary level can be applied to Taiwan elementary teachers who teach science. The results of this study should benefit educators and policy-makers with respect to future elementary teacher education throughout Taiwan and other developing nations.
Journal of Qualitative Research in Education, 2020
The purpose of this study is to explore preservice early childhood teacher's self-efficacy beliefs on teaching science and to understand the sources of their self-efficacy beliefs. Three preservice teachers who were enrolled in an early childhood science methods course participated in this study. Through analysis of semi-structured interviews and observational field notes, the results suggest that participants' experiences with curriculum and standards held a negative effect on their self-efficacy beliefs. Additionally, the participants' mentor teachers, prior K-16 science teachers, and the college professor who taught the Science Method Course all had several positive impacts on their self-efficacy beliefs. Participants' science experiences both as K-12 students and in their supervised teaching held both positive and negative effects on their beliefs about teaching science. The results of this study may support teacher educators and researchers in considering carefully the influencing sources of preservice teachers' self-efficacy beliefs for science teaching.