Summary: Prior Experiences of Science Teaching and Learning and the Influence on Science Teaching Efficacy Beliefs

This chapter has presented the results and discussion of the first research question of this study, exploring how prior experiences of science teaching and learning influence science teaching efficacy beliefs. The wider preservice cohort in the Primary Science unit had varying levels of PSTE and STOE at the beginning of the unit, which was consistent with previous studies. Those students enrolled in the Bachelor of Education (Early Childhood & Care 0-8 years) had a lower PSTE mean, while those enrolled in the Other category had the highest STOE mean. Those enrolled in the Other category had the lowest STOE average, with those enrolled in the Master of Teaching degree had the highest STOE average. The difference in means between males and females in both PSTE and STOE scores was minimal. The qualitative findings of the in-depth participants showed variance in perceptions of science teaching efficacy beliefs.

A number of influences were identified as contributing to the in-depth interview participants’ current science teaching efficacy beliefs:

• Science in high school revolved around theory and textbook-based learning experiences. This contributed to negative views about science and for some in-depth participants, led them to not pursue science, particularly when this corresponded to difficulties learning science.

• The quality of the teacher during high school was identified as the most significant contributor to the in-depth participants’ science teaching efficacy beliefs.

• Five of the in-depth interview participants (Alan, Maria, Lucy, John and Kate) had completed some science tertiary study, in addition to or before their completion of teaching degrees. For three of these participants (Maria, Lucy and Kate), this experience contributed to higher science teaching efficacy beliefs.

• Six of the in-depth interview participants (Mark, John, Kate, Sarah, Jamie and Toni) had previously completed a science methods unit called Environmental Science and Technology as part of their teaching degrees.

Four of these participants (Mark, John, Kate and Jamie) expressed satisfaction with the unit, citing the structure and resources provided as beneficial. The other two participants (Sarah and Toni) found aspects of the unit helpful to their science teaching efficacy beliefs, but the timing of the unit and the ability of one participant to apply the practical resources to a practical experience were cited as limitations by these participants.

• Three of the in-depth participants (Alan, Kerrie and Lucy) had completed 12 weeks of practical experience at the beginning of the Primary Science unit and six (Mark, John, Sarah, Toni, Kate and Jamie) had completed 22 weeks. The participants had varying perceptions of the quality of the science learning and teaching experiences in these practical experiences, which influenced their own science teaching efficacy beliefs.

• Other factors that were acknowledged to impact on the in-depth participants’ science teaching efficacy beliefs included the peer group, the learner themselves and family.

Chapter 5

Preservice Teacher Preparation and the Influence on Science Teaching Efficacy Beliefs

5.0 Introduction

The previous chapter presented the results and discussion of the first research question, which examined how prior experiences of science teaching and learning influenced the science efficacy beliefs of preservice teachers enrolled in a science methods unit. This chapter will describe the results and discussion of the second research question: How, why and to what extent does preservice teacher preparation influence science teaching efficacy beliefs?

As previously discussed in Chapter 2, Australia has governing body requirements for how universities must develop teacher education degrees to ensure that early childhood and primary graduates are prepared to teach all learning areas (ACECQA, 2013; AITSL, 2011a). The development of tertiary units and provision of practical experience for prospective teachers is specified, but there is scope within these requirements for universities to cater to their specific context (AITSL, 2011a). In relation to science, undergraduate degrees must include two science units that are logically sequenced and that connect theory to practice. However, universities have flexibility about whether the units are science content units, science pedagogy units or science methods units, where science content and pedagogy are integrated (AITSL, 2011a). Requirements also exist for practical experiences, but for early childhood and primary degrees it is not a requirement that science is taught by preservice teachers during such experiences (ACECQA, 2013; AITSL, 2011a). The university in this study had developed several AITSL and ACECQA accredited programs for early childhood and primary education, as described in Chapter 3 section 3.2.1.

To answer this research question, the findings are presented examining the impact of both science units and practical experiences on the science teaching efficacy beliefs of preservice teachers. Quantitative and qualitative data about the influence of the science units on science teaching efficacy beliefs are discussed in light of current literature. The influence that practical experiences had on the in-depth interview participants beliefs about teaching and learning science are also examined.

The chapter addresses key gaps in the current literature. The mixed methods qualitative-dominant design of the study is underrepresented in current literature and illuminates the meanings that the participants prescribe to their beliefs, which is not possible in quantitative designs (Klassen & Usher, 2010). By exploring these meanings in-depth, an understanding of how and why beliefs are developed or changed can be ascertained. Similarly, the findings in this chapter help to address a gap in the current literature about how science methods units help to support preservice teachers who have varying science teaching efficacy beliefs at the beginning of a unit (Menon & Sadler, 2016).

A discussion of the science teaching efficacy beliefs of the wider preservice cohort at the end of the Primary Science unit and the in-depth interview participants at the end of the unit and then again at the end of their degrees are presented. An exploration of key aspects of the science methods units that contributed to the development of science teaching efficacy beliefs are then discussed, followed by a closer aspect of how practical experiences also influenced these beliefs. Finally, key overall findings about how the university catered for the in-depth interview participants in order to effectively teach science as they begin their careers is explored.