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 Contents Next

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

Heba EL-DEGHAIDY

School of Education, Suez Canal University, Ismailia, EGYPT

E-mail: Heldeghaidy@yahoo.com

Received 15 Oct., 2006
Revised 14 Dec., 2006

Contents

• Abstract
• Introduction
• Context of the Study
• Purpose
• Methods
• Instruments

  • DASTT-C
  • STEBI-B
• Results
• Discussion

  • Pre-service teachers’ images of self: DASTT-C
  • Pre-service teachers’ self-efficacy: STEBI-B
  • Relationship between drawing scores and self-efficacy scores
• Conclusion
• References
• Appendix

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Abstract

This study investigated the possible impact of a science teaching methods course on pre-service teachers’ self-efficacy and perceptions of self as science teachers. The study also investigated the probable relationship­ between these two variables, which both measure issues related to the expected behaviour teachers adopt when teaching science. Participants were enrolled in a 4-year educational programme at one of the Schools of Education in Egypt. Self-efficacy was measured using the Science Teaching Efficacy Belief Instrument, Form B (STEBI-B) developed by Riggs and Enochs (1990). The Draw-A-Science-Teacher Teaching Checklist (DASTT-C) was used to measure perceptions of self as a science teacher (Thomas, & Pedersen, 1998; Thomas, Pedersen, & Finson 2001). These instruments measure the expected behaviour teachers adopt when teaching science in light of what they think they are capable of. Pre-test and post-test data generated by both instruments from 36 pre-service science teachers representing three groups (Primary, Chemistry and Physics, and Biology) enrolled in a science teaching methods class were compared to determine the relationship between the two instruments. Significant gains on the Personal Science Teaching Efficacy (PSTE) subscale and Science Teaching Outcome Expectancy (STOE) subscale STOE were found for all three groups of pre-service teachers. Significant mean decreases in the modified total of the DASTT-C score were found for one group. Moderate correlations were found between scores from the two instruments, for those with ‘high’ PSTE and STOE scores. The specific design of the science teaching methods course may be responsible for these changes.

Keywords: Pre-service teachers; Science Self-efficacy beliefs; Self-images

 

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