Sources of Teaching Efficacy Beliefs in Pre-service Science Teachers

Abstract

The purpose of the present study is to understand how pre-service science teachers’ teaching
efficacy beliefs are shaped and what sources contributed to these efficacy beliefs. The researcher interviewed
with five students in their final year of an undergraduate elementary science education program. Bandura’s
(1997) hypothesized sources (mastery experience, vicarious experience, social persuasion, and emotional and
physiological states) contributed pre-service science teachers efficacy beliefs based on mastery experiences.
Science content, knowledge, personality traits and resource provision are also mentioned by pre-service
teachers as factors influencing their effectiveness. The results implied the importance of both school experience
and faculty courses taken through undergraduate education. Future directions for research and practice are
suggested.