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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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The discussion focuses on findings from the DASTT-C and STEBI-B and correlations between the two.
Pre-service teachers’ images of self: DASTT-C
The drawings made by pre-service teachers illustrated that they entered the science methods course with pre-existing images of themselves as science teachers. This finding was consistent with previous research (Thomas & Pedersen 2001; Thomas et. al., 2001). Post-test images were more ‘student-centred’ compared with pre-testing images for the Chemistry group, as mean scores decreased significantly (p <.05). This finding parallels similar studies that focused on pre-service teachers’ conceptions of science teachers (Louca, Rigas & Valanides, 2003). Nevertheless, the mean change for the Primary group was 1.35 and 0.41 for the Biology group (see Table III). The interpretation of these findings suggest that the science teaching methods course had limited impact changing participants' images of self. It could be that the Chemistry group linked their view to the new roles of teacher and students introduced in the methods course to their area of speciality that requires 'hands-on' and manipulation of tools and apparatus, probably in labs. Another interpretation is that quantitative analysis, resulting in significant changes, when used with small samples may overlook details. Further analysis of participants’ drawings using qualitative analysis could reveal additional findings.
Pre-service teachers’ self-efficacy: STEBI-B
Data from
Table IV show that all three groups of pre-service teachers had significant
gains in their efficacy beliefs after enrolling in the science teaching methods
course and teaching during practicum. Participants felt more confident that they
would be able to teach science effectively and that it would make a difference
to student achievement. This finding parallels those from previous studies
outside Egypt (Bleicher & Lindgren, 2005; Morrell & Carroll, 2003;
Ramey- Gassert et. al., 1996; and Woolfolk Hoy, 2000) that found significant
changes in both PSTE and STOE subscales. Other studies found significant changes
in only one subscale. For example, Cantrell, Young, and Moore (2003), and Tosun,
(2000) found significant changes to PSTE, but not to STOE. These inconsistent
findings may be because of the different underpinning structure of the teaching
methods course in each study, resulting in changes to either the PSTE or the
STOE and sometimes to both. Gorrell & Capron, (1990) found correlations
between the type of methodology advocated for in the course and teacher
self-efficacy. The science teaching methods course, in this study, underpinned a
constructivist teaching and learning approach including components identified,
by Bandura (1997) that may contribute to perceptions of self-efficacy.
Microteaching presentations held during methods classes provided first hand
experiences of teaching. Supportive comments were offered by peers that were
likely to reduce initial fears about teaching in the actual classroom.
Additional classroom teaching practise was experienced by pre-service teachers
watching peers and school teachers teach in their classrooms or by viewing video
recordings in the teaching methods classes.
Nevertheless,
this study made no attempt to separate the two variables (science teaching
methods course and teaching-practicum) that could be responsible for the change
in participants’ self-efficacy, due to university regulations. Wingfield and
Ramsey, (1999) and Cannon, (2001), however, concluded that increased time
teaching, during practicum, in classrooms positively impacted self-efficacy.
Relationship between drawing scores and self-efficacy scores
Participants
were categorized according to their scores on the PSTE and STOE subscales to
those with either ‘high’ or ‘low’ efficacy beliefs to facilitate
inferences. Data drawn from this study suggest that there is a moderate
correlation between pre-service teachers’ perceptions of themselves as science
teachers and their self-efficacy beliefs. Statistical analysis revealed both
positive and negative correlations. The positive correlation was found between
participants with ‘high’ STOE scores and ‘teacher-centredness’ in
post-test drawings (Table V). This suggests that participants with strong
beliefs, regarding the outcome their teaching may have on student learning and
achievement, had images in their post-test drawings implying features of
‘teacher-centredness’. It might be that these pre-service teachers cannot
relinquish their control of the classroom in order to belief in their ability to
affect student learning. The interpretation of effective teaching might be that
of picturing the teacher at the head of the class with students sitting
passively in rows. However, there are reported concerns over interpreting STOE
scores (Morrell & Carroll, 2003; Bleicher & Lindgren, 2005). The concern
focuses on the distinction made between the two views of how expected outcomes
are perceived and conceptualised. Firstly, the view of STOE as a perception of
what may occur based on how a teacher performs and secondly, of what may occur
based on external influences.
The logical
inference of the negative correlations, in Table V, implies that post ‘high’
personal self-efficacy believes (PSTE) scores correlate with ‘low’
‘teacher-centredness' revealed in participants post-test drawings. The
interpretation of such relationship is that these pre-service teachers tend to
have a more ‘student-centred’ perspective. Such a perspective may be due to
the science teaching methods course that impacted pre-service teachers’
self-efficacy.
Copyright (C) 2006 HKIEd APFSLT. Volume 7, Issue 2, Article 2 (Dec., 2006). All Rights Reserved.