Research Article
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Year 2019, Volume: 5 Issue: 3, 375 - 385, 15.08.2019
https://doi.org/10.12973/ijem.5.3.375

Abstract

References

  • Bandura, A. (1977). Self-efficacy: Toward a unifying theory of behavioral change. Psychological review, 84(2), 191-215. doi: 10.1037/0033-295X.84.2.191
  • Bandura, A. (1993). Perceived self-efficacy in cognitive development and functioning. Educational psychologist, 28(2), 117-148.
  • Bandura, A. (1997). Self-efficacy: The exercise of control. New York: W.H. Freeman and Company.
  • Bates, A. B., Latham, N., & Kim, J.-a. (2011). Linking preservice teachers' mathematics self-efficacy and mathematics teaching efficacy to their mathematical performance. School Science and Mathematics, 111(7), 325-333. doi: 10.1111/j.1949-8594.2011.00095.x
  • Bautista, N. U., & Boone, W. J. (2015). Exploring the impact of TeachME™ lab virtual classroom teaching simulation on early childhood education majors’ self-efficacy beliefs. Journal of Science Teacher Education, 26(3), 237-262. doi: 10.1007/s10972-014-9418-8
  • Bleicher, R. E. (2004). Revisiting the STEBI-B: measuring self-efficacy in preservice elementary teachers. School Science and Mathematics, 104(8), 383-391. doi: 10.1111/j.1949-8594.2004.tb18004.x
  • Bleicher, R. E. (2007). Nurturing confidence in preservice elementary science teachers. Journal of Science Teacher Education, 18(6), 841-860. doi: 10.1007/s10972-007-9067-2
  • Blonder, R., Benny, N., & Jones, M. G. (2014). Teaching self-efficacy of science teachers. In R. Evans, J. Luft, C. Czerniak & C. Pea (Eds.), The role of science teachers’ beliefs in international classrooms: From teacher actions to student learning (pp. 3-15). Rotterdam, The Netherlands: Sense Publishers.
  • Brand, B. R., & Wilkins, J. L. M. (2007). Using self-efficacy as a construct for evaluating science and mathematics methods courses. Journal of Science Teacher Education, 18(2), 297-317. doi: 10.1007/s10972-007-9038-7
  • Bursal, M. (2010). Turkish preservice elementary teachers’ self-efficacy beliefs regarding mathematics and science teaching. International Journal of Science and Mathematics Education, 8(4), 649-666. doi: 10.1007/s10763-009-9179-6
  • Bursal, M., & Paznokas, L. (2006). Mathematics anxiety and preservice elementary teachers' confidence to teach mathematics and science. School Science and Mathematics, 106(4), 173-180. doi: 10.1111/j.1949-8594.2006.tb18073.x
  • Creswell, J. W. (2015). Educational research: planning, conducting, and evaluating quantitative and qualitative research (5th ed.). Boston, MA: Pearson.
  • Deehan, J. (2017). A review of the Science Teaching Efficacy Belief Instrument B: Pre-service teachers. In J. Deehan, The Science Teaching Efficacy Belief Instruments (STEBI A and B): A comprehensive review of methods and findings from 25 years of science education research (pp. 7-43). Cham, Switzerland: Springer International Publishing.
  • Enochs, L. G., & Riggs, I. M. (1990). Further development of an elementary science teaching efficacy belief instrument: A preservice elementary scale. School Science and Mathematics, 90(8), 694-706. doi: 10.1111/j.1949-8594.1990.tb12048.x
  • Enochs, L. G., Smith, P. L., & Huinker, D. (2000). Establishing factorial validity of the Mathematics Teaching Efficacy Beliefs Instrument. School Science and Mathematics, 100(4), 194-202. doi: 10.1111/j.1949-8594.2000.tb17256.x
  • Field, A. (2013). Discovering statistics using IBM SPSS statistics (4th ed.). Los Angeles, CA: SAGE Publications Ltd.
  • Finson, K. D. (2001). Investigating preservice elementary teachers' self-efficacy relative to self-image as a science teacher. Journal of Elementary Science Education, 13(1), 31-41.
  • Fives, H., & Buehl, M. (2012). Spring cleaning for the “messy” construct of teachers ’ beliefs: What are they? Which have been examined? What can they tell us? In K. Harris, S. Graham, T. Urdan, C., McCormick, G. Sinatra, & J. Sweller (Eds.), APA educational psychology handbook, Vol 1: Theories, constructs, and critical issues (pp. 471–499). Washington, DC: American Psychological Association. doi:10.1037/13273-008
  • Fives, H., & Gill, M. G. (Eds.). (2015). International handbook of research on teachers’ beliefs. New York, NY and Abingdon, UK: Routledge.
  • Kahle, D. K. (2008). How elementary school teachers’ mathematical self-efficacy and mathematics teaching self-efficacy relate to conceptually and procedurally oriented teaching practices (Unpublished doctoral dissertation). The Ohio State University, Columbus, Ohio, USA.
  • Knaggs, C. M., & Sondergeld, T. A. (2015). Science as a learner and as a teacher: measuring science self-efficacy of elementary preservice teachers. School Science and Mathematics, 115(3), 117-128. doi: 10.1111/ssm.12110
  • Malandrakis, G. (2017). Influencing Greek pre-service teachers’ efficacy beliefs and self-confidence to implement the new ‘Studies for the Environment’ curricula. Environmental Education Research, 1-27. doi: 10.1080/13504622.2016.1272672
  • Matney, G., Jackson, J. L., & Panarach, Y. (2016). Establishing validity of the Thai Mathematics Teaching Efficacy Beliefs Instrument. School Science and Mathematics, 116(3), 164-172. doi: 10.1111/ssm.12165
  • Mavrikaki, E., & Athanasiou, K. (2011). Development and application of an instrument to measure Greek primary education teachers’ biology teaching self-efficacy beliefs. EURASIA Journal of Mathematics, Science and Technology Education, 7(3), 203-213.
  • Mayers, A. (2013). Introduction on statistics and SPSS in Psychology. Harlow, UK: Pearson Education.
  • Menon, D., & Sadler, T. D. (2017). Sources of science teaching self-efficacy for preservice elementary teachers in science content courses. International Journal of Science and Mathematics Education, 1-21. doi: 10.1007/s10763-017-9813-7
  • Moseley, C., & Utley, J. (2006). The effect of an integrated science and mathematics content-based course on science and mathematics teaching efficacy of preservice elementary teachers. Journal of Elementary Science Education, 18(2), 1-12. doi: 10.1007/bf03174684
  • Mulholland, J., Dorman, J. P., & Odgers, B. M. (2004). Assessment of science teaching efficacy of preservice teachers in an Australian university. Journal of Science Teacher Education, 15(4), 313-331. doi: 10.1023/b:jste.0000048334.44537.86
  • National Council of Teachers of Mathematics. (1991). Professional standards for teaching mathematics. Reston, VA: Author.
  • National Council of Teachers of Mathematics. (2000). Principles and standards for school mathematics. Reston, VA: Author.
  • National Council of Teachers of Mathematics. (2014). Principles to actions: Ensuring mathematical success for all. Reston, VA: Author.
  • National Research Council. (1996). National science education standards. Washington, DC: National Academy Press.
  • National Research Council. (2012). A framework for K-12 science education: practices, crosscutting concepts, and core ideas. Washington, DC: National Academy Press.
  • Next Generation Science Standards Lead States. (2013). Next Generation Science Standards: For states, by states. Washington, DC: National Academies Press.
  • Pajares, M. F. (1992). Teachers’ beliefs and educational research: cleaning up a messy construct. Review of Educational Research, 62(3), 307-332. doi:10.3102/00346543062003307
  • Shroyer, G., Riggs, I., & Enochs, L. (2014). Measurement of science teachers’ efficacy beliefs. In R. Evans, J. Luft, C. Czerniak & C. Pea (Eds.), The role of science teachers’ beliefs in international classrooms: From teacher actions to student learning (pp. 103-118). Rotterdam, The Netherlands: Sense Publishers.
  • Siwatu, K. O., & Chesnut, R. C. (2015). The career development of preservice and inservice teachers: Why teachers’ self-efficacy beliefs matter. In H. Fives, & M. G. Gill (Eds.), International handbook of research on teachers’ beliefs (pp. 212-229). New York, NY and Abingdon, UK: Routledge.
  • Swars, S. L., Daane, C. J., & Giesen, J. (2006). Mathematics anxiety and mathematics teacher efficacy: What is the relationship in elementary preservice teachers? School Science and Mathematics, 106(7), 306-315. doi: 10.1111/j.1949-8594.2006.tb17921.x
  • Utley, J., Moseley, C., & Bryant, R. (2005). Relationship between science and mathematics teaching efficacy of preservice elementary teachers. School Science and Mathematics, 105(2), 82-87. doi: 10.1111/j.1949-8594.2005.tb18040.x

Greek Pre-Service Primary Teachers’ Efficacy Beliefs in Science and Mathematics Teaching: Initial Adaptation of the STEBI-B and MTEBI Instruments

Year 2019, Volume: 5 Issue: 3, 375 - 385, 15.08.2019
https://doi.org/10.12973/ijem.5.3.375

Abstract

Contemporary educational reforms, both in the fields of science and mathematics, highlight the importance of pre-service teachers’ preparation with regard to several meaningful standards. However, teachers’ own self-confidence in science and mathematics teaching are likely to influence their efforts. Framed within a growing body of research focusing on pre-service teachers’ efficacy beliefs in science and mathematics teaching, the present study attempts to investigate Greek pre-service primary teachers’ efficacy beliefs in science and mathematics teaching; and further examine whether there is a relationship between the two. Participants comprised 171 pre-service primary teachers, who were in their second (n = 55), third (n = 64) or fourth year (n = 52) of study and the majority were female (n = 148). Pre-service teachers were asked to complete a questionnaire consisting of the Science Teaching Efficacy Belief Instrument - Form B (STEBI-B) and the Mathematics Teaching Efficacy Belief Instrument (MTEBI). Principal component analyses and reliability analyses were performed for both instruments to examine their adaptation into Greek. According to the results, preservice teachers had medium to high scores in the personal efficacy and outcome expectancy scales, for both science and mathematics teaching. Minor differences in pre-service teachers’ scores were detected according to their year of study. Furthermore, pre-service teachers’ efficacy beliefs in science were strongly correlated with their efficacy beliefs in mathematics. In general, although pre-service teachers appeared to be confident and well-prepared to teach science and mathematics in classrooms, more effort is required to put the international education reform standards into practice.


References

  • Bandura, A. (1977). Self-efficacy: Toward a unifying theory of behavioral change. Psychological review, 84(2), 191-215. doi: 10.1037/0033-295X.84.2.191
  • Bandura, A. (1993). Perceived self-efficacy in cognitive development and functioning. Educational psychologist, 28(2), 117-148.
  • Bandura, A. (1997). Self-efficacy: The exercise of control. New York: W.H. Freeman and Company.
  • Bates, A. B., Latham, N., & Kim, J.-a. (2011). Linking preservice teachers' mathematics self-efficacy and mathematics teaching efficacy to their mathematical performance. School Science and Mathematics, 111(7), 325-333. doi: 10.1111/j.1949-8594.2011.00095.x
  • Bautista, N. U., & Boone, W. J. (2015). Exploring the impact of TeachME™ lab virtual classroom teaching simulation on early childhood education majors’ self-efficacy beliefs. Journal of Science Teacher Education, 26(3), 237-262. doi: 10.1007/s10972-014-9418-8
  • Bleicher, R. E. (2004). Revisiting the STEBI-B: measuring self-efficacy in preservice elementary teachers. School Science and Mathematics, 104(8), 383-391. doi: 10.1111/j.1949-8594.2004.tb18004.x
  • Bleicher, R. E. (2007). Nurturing confidence in preservice elementary science teachers. Journal of Science Teacher Education, 18(6), 841-860. doi: 10.1007/s10972-007-9067-2
  • Blonder, R., Benny, N., & Jones, M. G. (2014). Teaching self-efficacy of science teachers. In R. Evans, J. Luft, C. Czerniak & C. Pea (Eds.), The role of science teachers’ beliefs in international classrooms: From teacher actions to student learning (pp. 3-15). Rotterdam, The Netherlands: Sense Publishers.
  • Brand, B. R., & Wilkins, J. L. M. (2007). Using self-efficacy as a construct for evaluating science and mathematics methods courses. Journal of Science Teacher Education, 18(2), 297-317. doi: 10.1007/s10972-007-9038-7
  • Bursal, M. (2010). Turkish preservice elementary teachers’ self-efficacy beliefs regarding mathematics and science teaching. International Journal of Science and Mathematics Education, 8(4), 649-666. doi: 10.1007/s10763-009-9179-6
  • Bursal, M., & Paznokas, L. (2006). Mathematics anxiety and preservice elementary teachers' confidence to teach mathematics and science. School Science and Mathematics, 106(4), 173-180. doi: 10.1111/j.1949-8594.2006.tb18073.x
  • Creswell, J. W. (2015). Educational research: planning, conducting, and evaluating quantitative and qualitative research (5th ed.). Boston, MA: Pearson.
  • Deehan, J. (2017). A review of the Science Teaching Efficacy Belief Instrument B: Pre-service teachers. In J. Deehan, The Science Teaching Efficacy Belief Instruments (STEBI A and B): A comprehensive review of methods and findings from 25 years of science education research (pp. 7-43). Cham, Switzerland: Springer International Publishing.
  • Enochs, L. G., & Riggs, I. M. (1990). Further development of an elementary science teaching efficacy belief instrument: A preservice elementary scale. School Science and Mathematics, 90(8), 694-706. doi: 10.1111/j.1949-8594.1990.tb12048.x
  • Enochs, L. G., Smith, P. L., & Huinker, D. (2000). Establishing factorial validity of the Mathematics Teaching Efficacy Beliefs Instrument. School Science and Mathematics, 100(4), 194-202. doi: 10.1111/j.1949-8594.2000.tb17256.x
  • Field, A. (2013). Discovering statistics using IBM SPSS statistics (4th ed.). Los Angeles, CA: SAGE Publications Ltd.
  • Finson, K. D. (2001). Investigating preservice elementary teachers' self-efficacy relative to self-image as a science teacher. Journal of Elementary Science Education, 13(1), 31-41.
  • Fives, H., & Buehl, M. (2012). Spring cleaning for the “messy” construct of teachers ’ beliefs: What are they? Which have been examined? What can they tell us? In K. Harris, S. Graham, T. Urdan, C., McCormick, G. Sinatra, & J. Sweller (Eds.), APA educational psychology handbook, Vol 1: Theories, constructs, and critical issues (pp. 471–499). Washington, DC: American Psychological Association. doi:10.1037/13273-008
  • Fives, H., & Gill, M. G. (Eds.). (2015). International handbook of research on teachers’ beliefs. New York, NY and Abingdon, UK: Routledge.
  • Kahle, D. K. (2008). How elementary school teachers’ mathematical self-efficacy and mathematics teaching self-efficacy relate to conceptually and procedurally oriented teaching practices (Unpublished doctoral dissertation). The Ohio State University, Columbus, Ohio, USA.
  • Knaggs, C. M., & Sondergeld, T. A. (2015). Science as a learner and as a teacher: measuring science self-efficacy of elementary preservice teachers. School Science and Mathematics, 115(3), 117-128. doi: 10.1111/ssm.12110
  • Malandrakis, G. (2017). Influencing Greek pre-service teachers’ efficacy beliefs and self-confidence to implement the new ‘Studies for the Environment’ curricula. Environmental Education Research, 1-27. doi: 10.1080/13504622.2016.1272672
  • Matney, G., Jackson, J. L., & Panarach, Y. (2016). Establishing validity of the Thai Mathematics Teaching Efficacy Beliefs Instrument. School Science and Mathematics, 116(3), 164-172. doi: 10.1111/ssm.12165
  • Mavrikaki, E., & Athanasiou, K. (2011). Development and application of an instrument to measure Greek primary education teachers’ biology teaching self-efficacy beliefs. EURASIA Journal of Mathematics, Science and Technology Education, 7(3), 203-213.
  • Mayers, A. (2013). Introduction on statistics and SPSS in Psychology. Harlow, UK: Pearson Education.
  • Menon, D., & Sadler, T. D. (2017). Sources of science teaching self-efficacy for preservice elementary teachers in science content courses. International Journal of Science and Mathematics Education, 1-21. doi: 10.1007/s10763-017-9813-7
  • Moseley, C., & Utley, J. (2006). The effect of an integrated science and mathematics content-based course on science and mathematics teaching efficacy of preservice elementary teachers. Journal of Elementary Science Education, 18(2), 1-12. doi: 10.1007/bf03174684
  • Mulholland, J., Dorman, J. P., & Odgers, B. M. (2004). Assessment of science teaching efficacy of preservice teachers in an Australian university. Journal of Science Teacher Education, 15(4), 313-331. doi: 10.1023/b:jste.0000048334.44537.86
  • National Council of Teachers of Mathematics. (1991). Professional standards for teaching mathematics. Reston, VA: Author.
  • National Council of Teachers of Mathematics. (2000). Principles and standards for school mathematics. Reston, VA: Author.
  • National Council of Teachers of Mathematics. (2014). Principles to actions: Ensuring mathematical success for all. Reston, VA: Author.
  • National Research Council. (1996). National science education standards. Washington, DC: National Academy Press.
  • National Research Council. (2012). A framework for K-12 science education: practices, crosscutting concepts, and core ideas. Washington, DC: National Academy Press.
  • Next Generation Science Standards Lead States. (2013). Next Generation Science Standards: For states, by states. Washington, DC: National Academies Press.
  • Pajares, M. F. (1992). Teachers’ beliefs and educational research: cleaning up a messy construct. Review of Educational Research, 62(3), 307-332. doi:10.3102/00346543062003307
  • Shroyer, G., Riggs, I., & Enochs, L. (2014). Measurement of science teachers’ efficacy beliefs. In R. Evans, J. Luft, C. Czerniak & C. Pea (Eds.), The role of science teachers’ beliefs in international classrooms: From teacher actions to student learning (pp. 103-118). Rotterdam, The Netherlands: Sense Publishers.
  • Siwatu, K. O., & Chesnut, R. C. (2015). The career development of preservice and inservice teachers: Why teachers’ self-efficacy beliefs matter. In H. Fives, & M. G. Gill (Eds.), International handbook of research on teachers’ beliefs (pp. 212-229). New York, NY and Abingdon, UK: Routledge.
  • Swars, S. L., Daane, C. J., & Giesen, J. (2006). Mathematics anxiety and mathematics teacher efficacy: What is the relationship in elementary preservice teachers? School Science and Mathematics, 106(7), 306-315. doi: 10.1111/j.1949-8594.2006.tb17921.x
  • Utley, J., Moseley, C., & Bryant, R. (2005). Relationship between science and mathematics teaching efficacy of preservice elementary teachers. School Science and Mathematics, 105(2), 82-87. doi: 10.1111/j.1949-8594.2005.tb18040.x
There are 39 citations in total.

Details

Primary Language English
Subjects Studies on Education
Journal Section Research Article
Authors

Athina Koutsianou This is me

Anastassios Emvalotis This is me

Publication Date August 15, 2019
Published in Issue Year 2019 Volume: 5 Issue: 3

Cite

APA Koutsianou, A., & Emvalotis, A. (2019). Greek Pre-Service Primary Teachers’ Efficacy Beliefs in Science and Mathematics Teaching: Initial Adaptation of the STEBI-B and MTEBI Instruments. International Journal of Educational Methodology, 5(3), 375-385. https://doi.org/10.12973/ijem.5.3.375