- Title
- Preservice teacher self-efficacy for enhancing students’ long-term interest in science
- Creator
- Jean-Baptiste, Davis; Palmer, David; Archer, Jennifer
- Relation
- Global Journal of Educational Studies Vol. 5, Issue 1, p. 41-57
- Publisher Link
- http://dx.doi.org/10.5296/gjes.v5i1.14672
- Publisher
- Macrothink Institute
- Resource Type
- journal article
- Date
- 2019
- Description
- There is currently a great concern among educationalists regarding the widespread decline in student interest in school science. As a result of this decline, our future teachers will be faced with the challenge of enhancing their students’ long-term interest in science. Yet it is not known whether they will have the dispositions necessary to achieve this. Teacher self-efficacy is known to be a relatively accurate predictor of teacher behaviour. The purpose of this study was to investigate preservice teachers’ self-efficacy for enhancing students’ long-term interest in science. The participants were 121 preservice primary teachers and 31 preservice secondary science teachers. Quantitative data were gathered using a survey, and qualitative data were gathered by interviews with 13 participants. It was found that both primary and secondary preservice teachers had moderately positive self-efficacy. This was a welcome finding, because it suggests that if these levels of self-efficacy are maintained, then once they become practicing teachers they will have the necessary disposition to make vigorous efforts to enhance their future students’ interest in science.
- Subject
- self-efficacy; interest in science; individual interest
- Identifier
- http://hdl.handle.net/1959.13/1452183
- Identifier
- uon:44381
- Identifier
- ISSN:2377-3936
- Rights
- © Copyright for this article is retained by the author(s), with first publication rights granted to the journal. This is an open-access article distributed under the terms and conditions of the Creative Commons Attribution license (http://creativecommons.org/licenses/by/3.0).
- Language
- eng
- Full Text
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