An investigation of pre-service teacher’s self-efficacy and self-Image as a science teacher in Egypt

Asia-Pacific Forum on Science Learning and Teaching, Volume 7, Issue 2, Article 2 (Dec., 2006)
Heba EL-DEGHAIDY
An investigation of pre-service teacher’s self-efficacy and self-Image as a science teacher in Egypt

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Introduction

Self-efficacy and attitudes of pre-service teachers have been the focus of many studies (Morrell, & Carroll, 2003; Palmer, 2001; Woolfolk 2000). This is mainly due to the expected effect these might have on teachers’ behaviour in classroom teaching. Low self-efficacy beliefs and negative attitudes could have varying classroom effects from less time teaching the subject (Harlen & Holroyd, 1997), employing didactic approaches (Appleton & Kindt, 1999), affecting student achievement (Ashton, 1984) to passing on to students negative attitudes towards science and teaching (Czerniak & Chiarelott, 1990; Westerback, 1982). Due to these consequences, some studies focused on changing pre-service teachers’ attitudes through interventions (Palmer, 2001).

The concept of self-efficacy is based on Bandura’s (1977) social cognitive theory, and has been useful in examining people’s capability beliefs. The concept of self-efficacy evaluates self in comparison with ones’ past performances. It can therefore be considered as a criterion-referenced evaluation of self (Choi, 2005). There are four main sources that impact self-efficacy: mastery experiences, physiological and emotional states, vicarious experiences, and social persuasion (Bandura, 1997; Tschannen-Moran, Woolfolk & Hoy, 1998). Mastery experiences are identified as the most powerful source of efficacy information, as it derives from personal practical experience. The perception that a performance has been successful raises efficacy beliefs (Pajares, 2002). In teacher education programmes it is important to present ideal teaching models, from peers and teachers, as exemplary teaching. Such successful models of teaching can contribute to the expectation that pre-service teacher performance will be similar to the competent teacher. Attributions, identified in the 'attribution theory' (Weiner, 1986) play a role in developing a feeling of mastery. If the success is attributed to internal or controllable causes such as ability or effort, then self-efficacy is enhanced. But if success is attributed to luck or the intervention of others, then self-efficacy may not be strengthened (Pintrich & Schunk, 1996). Head (1996) stated that the 'locus of control' (p. 63) defines the responsible and controllable factors of the individual’s success or failure.

Nevertheless, self-efficacy is a concept that ties to context. In other words, it is context specific (Bandura, 1982). In that sense, an individual may have a high self-efficacy for one task but a low self-efficacy for another. Implementing this view with teachers and the areas of specialty indicate that a teacher may have a high level of personal efficaciousness in the science domain, for example, yet feel inefficacious in teaching other subjects. Teachers' contextual efficacy also relates to the nature of the individual classroom and student population (Tschannen-Moran, et. al., 1998). Ramey-Gassert, Shroyer, and Staver (1996) used the STEBI to examine factors related to science teaching self-efficacy in elementary teachers. Three categories were outlined as factors that relate to science teaching self-efficacy: antecedent, internal and external. Antecedent factors included science-related experiences in and out of school, teacher preparation, and science teaching experiences. Internal factors included attitudes toward science and interest in science. External factors affecting science teaching self-efficacy included the school workplace environment, student variables, and community variables.

Findings from previous literature show that many pre-service teachers hold negative attitudes (Palmer, 2001) which arose from their knowledge, dispositions, beliefs, perceptions and past experiences upon entry into formal preparation programmes (Abell & Smith, 1994; Mulholland & Wallace, 1996). The attitudes pre-service teachers possess, with respect to science, may be related to the ways they perceive themselves in the role of being a scientist. According to the view held of scientist's work, the perception of a scientist changes (Yager & Yager, 1985). Earlier research into the perceptions of scientists were revealed through drawings made of scientists. Results showed that perceptions were classified as stereotypical when they were refined by Chamber's (1983) Draw-A-Scientist Test (DAST). The test was later organized into a quantifiable checklist format (DAST-C) by Finson, Beaver, and Cramond (1995). Building on this concept of the ways self-perceptions can evidence themselves in drawings, Thomas and Pedersen (1998) reasoned that pre-service teachers’ drawings might also reveal their perceptions about themselves as science teachers. In their work, Thomas and Pedersen, (1998) began with the DAST-C and revised it to include elements they judged to be characteristic of science classrooms and science teachers, calling the instrument the Draw-A-Science-Teacher Teaching Checklist (DASTT-C) (Thomas, et. al., 2001).

Results from a study by Finson, Riggs, and Jesunathadas (1999) that compared pre-service teachers’ DASTT-C scores with those from the STEBI-B, indicated that pre-service teachers with high self-efficacies were more inclined to include drawings showing outdoor environments, students engaged in group-work doing hands-on activities, and captions which added description and detail to the drawing. In contrast, low self-efficacy pre-service teachers’ drawings tended to exclude students, be centred indoors, had relatively few if any captions, and showed the teacher as the central figure. These results supported the underpinning STEBI theory’s notion that those with higher self-efficacy believe in their own ability to teach, and are willing to add explanations focusing on the steps of their pictured lessons. Furthermore, the results supported the theory’s premise that individuals with high self-efficacy are more likely to utilize a variety of teaching strategies.

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