Sources of Preservice Early Childhood Teachers’ Self-Efficacy Beliefs About Teaching Science: A Phenomenological Study

Year 2020, Volume: 8 Issue: 3, 776 - 795, 28.07.2020

Ahmet Simsar Shannon G. Davidson

Abstract

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.

Keywords

Early childhood education, preservice teachers, science teaching, self-efficacy

Okul Öncesi Öğretmen Adaylarının Fen Öğretimi Öz Yeterlik İnançlarının Kaynakları: Bir Fenomenoloji Çalışması

Abstract

Bu çalışmanın amacı okul öncesi öğretmen adaylarının fen öğretimi öz yeterlik inancını ve onların öz yeterlik inancının kaynaklarını anlamayı açıklamadır. Okul öncesinde fen eğitimi dersini alan üç (3) öğretmen adayı bu çalışmaya katılmıştır. Yarı yapılandırılmış görüşme ve sınıf içerisinde derse katılımla ilgili gözlem notlarının analizlerine bakıldığında, katılımcıların fen eğitimi ders planlamaları ve kazanımlarıyla ilgili olumsuz deneyimlerinin kendilerinin öz yeterlik inançlarına olumsuz etki ettiği bulunmuştur. Ayrıca katılımcıların uygulama öğretmenleri (mentor öğretmen), daha önceki okul öncesinden üniversiteye kadar fen eğitimi veren öğretmenleri ve okul öncesinde Fen eğitimi dersini veren profesörün bazı olum yönde fen öğretimi öz yeterlik inançlarına katkı sağladığı bulunmuştur. Ayrıca araştırmaya katılan öğretmen adaylarının öğretmenlik uygulamaları boyunca yapmış oldukları fen etkinlikleri ve okul öncesinden lise son sınıfa kadar olan fen eğitimi deneyimleri yine bazı olumlu ve olumsuz etkilerini olduğu belirlenmiştir. Çalışmanın bulguları doğrultusunda öğretmen yetiştirme programlarına ve araştırmacılara, öğretmen adaylarının okul öncesinde fen eğitimi öz yeterlik inançlarının kaynakları ve bunların etkileri üzerine çalışmalar yapılabileceğini önermiştir.

Keywords

Okul öncesi eğitimi, öğretmen adayları, fen öğretimi, öz-yeterlik

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