Journal of Korean Elementary Science Education (한국초등과학교육학회지:초등과학교육)

The Korean Elementary Science Education Society (한국초등과학교육학회)
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Pre-service Elementary School Teachers' Self-efficacy on Science Teaching for the Underrepresented Students according to Background Factors

소외계층학생 과학학습지도에 대한 예비초등교사의 배경요인별 자기효능감

  • Received : 2019.02.27
  • Accepted : 2019.04.12
  • Published : 2019.05.31
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Abstract

The self-efficacy of pre-service teachers has been reported as a major factor in the instruction of the curriculum. In particular, considering the importance of science learning instruction for underrepresented students from the viewpoint of science education for all, pre-service elementary teachers' self-efficacy about science instruction for underrepresented students will be an important factor of science education for these students. The purpose of this study is to investigate the self-efficacy of pre-service elementary teachers in science instruction for underrepresented students. To this end, the science teaching and learning self-efficacy test tool (Lee & Im, 2010) was revised in accordance with the context of science teaching for underrepresented students into a total of 24 items using 5 Likert scales. Through using the test tool consists of 3 dimensions as Learning Efficacy, Teaching Efficacy and Outcome Expectancy, 81 pre-service elementary teachers were surveyed and the reliability of test tool was verified through factor analysis and assessing construct validity by using the responses. As a result of the analysis, setting 5 as the standard perfect score, the average score of self-efficacy per dimension was shown as 3.29 in Learning Efficacy, 2.89 in Teaching Efficacy, and 3.39 in Outcome Expectancy. We confirmed the tendency and difference of self-efficacy of the research objects according to their background factors in which direct and indirect experience relating to the science education for the underrepresented students. Also, we verified that pre-service elementary teachers' interest in science subject matter, teaching science and their perception of the value of science learning had significant relations with self-efficacy on science teaching for underrepresented students.

Keywords

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Fig. 1. The comparison with the previous researches about self-efficacy of pre-service teachers(Im & Lee, 2011; Lee & Im, 2010).

Table 3. Descriptive statistics of pre-service elementary teachers’ self-efficacy on science teaching for underrepresented students

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Table 4. Differences in self-efficacy according to gender

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Table 5. Difference of self-efficacy according to where they come from

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Table 6. Difference of self-efficacy according to their personal experience of witnessing the underrepresented students

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Table 7. The difference of self-efficacy according to the friend of underrepresented student

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Table 9. Difference of self-efficacy according to experience of learning and teaching science education for underrepresented students

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Table 10. Difference of self-efficacy according to witnessing effective teaching of science for the underrepresented students by Mann-Whitney U test

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Table 11. Pre-service elementary teachers perception on the interest in science subject matter, teaching science and the value of science learning

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Table 1. Composition of self-efficacy measurement tool

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Table 2. Correlations among dimensions of self-efficacy measurement tool

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Table 8. Difference of self-efficacy according to experience of alienation by Mann-Whitney U test

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Table 12. Correlations between the self-efficacy and the recognition of pre-service elementary teachers about science

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