Pre-Service Science Teachers' Attitude towards Science and Science Teaching Efficacy Beliefs
Keywords:
Pre-service, Science Teachers, Attitude towards Science, Self-efficacy BeliefsAbstract
Purpose: The purpose of this descriptive study was to explore pre-service science teachers' attitude towards science, science teaching outcome expectancy and personal science teaching beliefs. Specifically, the study examined pre-service science teachers' attitude towards science, science teaching outcome expectancy beliefs and personal science teaching efficacy beliefs in relation to gender. Also, this study sought to establish the relationship between pre-service science teachers' attitude towards science and science teaching efficacy beliefs.
Methods: Data was collected by administering three set of questionnaires to 145 pre-service science teachers. Mean scores, percentages, t-test, regression and ANOVA were used to analyse the data.
Results: The results showed that, pre-service science teachers used for this study have positive attitude towards science, high science teaching outcome expectancy and personal science teaching efficacy beliefs. The results also showed that, science teaching outcome expectancy beliefs and personal science teaching efficacy beliefs were gender-related. The findings of the study also revealed that, there is significant relationship between pre-service science teachers' attitude towards science, science teaching outcome expectancy beliefs and personal science teaching efficacy beliefs.
Unique contribution to theory, practice and policy: It was recommended that, more emphasis should be placed on science teaching methods as part of Colleges of Education training programme to equip pre-service science teachers' pedagogical skills in the areas where the results revealed some lack.
Downloads
References
Azar, A. (2010). In-service and pre-service secondary science teachers' self-efficacy. Educational Research and Reviews,5(4),175-188.
Bandura, A. (1997). Self-efficacy. The Exercise of Control. New York: W. H. Freeman and Comp.
Gavora, P. (2010). Slovak pre-service teacher self-efficacy : Theoretical and research considerations. The New Educational Review,21(2),17-30.
Haase, R. (2009). Elementary teachers attitudes towards science and the teaching of science and technology. Retrieved January 4, 2018, from http://scholar.uwindsor.ca/etd
Henson, R. (2001). Teacher Self-Efficacy: Substantive implication and measurement dilemmas. Texa : Texa A & M University.
Ngman-Wara, E. I. (2012). Pre-service secondary school science teachers science teaching efficacy beliefs. African Journal of Educational Studies in Mathematics and Science,10,91-110.
Ngman-Wara, E. I., & Edem, D. I. (2016). Pre-service basic science teachers' self-efficacy beliefs and attitudes towards science teaching. International Journal for Innovation Education and Rsearch , 4(8),20-41.
Ormrod, J. E. (2006). Educational Psychology: Developing Learners (5th ed.). N.J., Merrill: Upper Saddle River.
Pintrich, P., & Shank, D. (2007). Motivation in education. Translated by Shahrara. Tehran: Elm Publication.
Enochs, L. G, & Riggs, I. M., (1990). Towards the development of elementary teachers science teaching efficacy beliefs instruments. Science Education,74(6), 625-637.
Ross, J., & Bruce, C. (2007). Professional development effects on teacher efficacy : Results of randomized field trial . Journal of Educational Research,101(1),50-66.
Stiggins, R. (1994). Student-Centered Classroom Assessment. New York: Macmillan College Publishing Company.
Downloads
Published
How to Cite
Issue
Section
License
Authors retain copyright and grant the journal right of first publication with the work simultaneously licensed under a Creative Commons Attribution (CC-BY) 4.0 License that allows others to share the work with an acknowledgment of the work's authorship and initial publication in this journal.
