Constructing a doubt‐free teaching self: Self‐efficacy, teacher identity, and science instruction within diverse settings

Abstract

This study examined the influence of field placements settings with varying demographic profiles on preservice elementary teachers. Data were gathered at three points during the participants' final year in their teacher preparation program in order to chart changes over time in science teaching self‐efficacy beliefs. These measures were supplemented by interviews to investigate attitudes about teaching science in diverse settings. Gee's identity framework (2000) and the dimensions of teacher development described by Bullough et al. [Bullough et al. [2004] Teachers and Teaching: Theory and Practice 10:365–394] were employed as interpretive tools. Statistical analyses of teaching self‐efficacy scores revealed marginal changes over time. Individual interviews revealed no discernible influence upon the teacher candidates' perceptions of science teaching selves that could be attributed to the demographics of their field placements. Emerging from this study was the previously underappreciated value of self‐doubt as a factor in motivating preservice teachers. The findings call into question the tendency to use heightened teaching self‐efficacy as an indicator of individual or programmatic success. This examination of preservice teacher development over the final year of a preparatory program, especially when considered in light of student diversity, demonstrates the soundness of Dewey's claim that uncertainty is a crucial component of learning and knowing. © 2008 Wiley Periodicals, Inc. J Res Sci Teach 46: 102–125, 2009

Changes in Science Teaching Self-efficacy among Primary Teacher Education Students

“…This science course was unusual by comparison with those reported by other authors (e.g., Avery & Meyer, 2012;Ford, Fifield, Madsen, & Qian, 2013;Liang & Richardson, 2009;Settlage et al, 2009) because it did not include opportunities for practising science teaching in field placements, and nor did it include the use of higher level inquiry as a pedagogy. Instead it used a relatively traditional approach in which science content was explained by the lecturer and explicit instructions were provided for the hands-on activities.…”

“…It has been found that science methods courses (i.e., those that teach how to teach science) and field placements that include opportunities to practice science teaching can often be successful in this regard (Settlage, Southerland, Smith, & Ceglie, 2009). …”

“I’m not so sure…”: Teacher educator action research into uncertainty

“…Recent research into uncertainty and teacher education presents the idea that having some doubt and questioning one's self-efficacy may be an essential disposition of teaching (Schuck & Buchanan, 2012;Settlage, Southerland, Smith & Ceglie, 2009). However uncertainty can be seen as an unprofessional term (Munthe, 2001) because it implies that one is not prepared for the professional responsibilities of teaching.…”

Dead Certainty? The Case for Doubt in Teacher Education.

“…In this paper we will suggest that confidence or self-efficacy might not be the most appropriate success indicators of a teacher education program (see also Settlage, Southerland, Smith & Ceglie, 2009) and will make the provocative argument for the presence of doubt as a success indicator instead. We will indicate the value of awareness of complexity and ability to engage in self-analysis, as these are likely to lead to feelings of doubt and a healthy scepticism on graduation, due to realistic expectations of the task ahead.…”