Exploring Science Teacher Self-Efficacy Following a CoLABorative Field Experience

Abstract

This qualitative case study investigated elementary science teachers' self-efficacy beliefs (STEB) within the context of a science methods course and an innovative field experience model called the CoLABorative Field Experience. Grounded in Bandura’s (1986, 1997) social cognitive theory and Practice-Based Teacher Education (Grossman et al., 2009), this study examined how PSTs developed self-efficacy through participation in repeated, authentic teaching experiences with elementary students. Quantitative data were embedded to support the interpretation of qualitative findings. Pre- and post-tests were conducted using the Science Teaching Efficacy Belief Instrument (STEBI-B) for 24 pre-service science teachers (PSTs) participating in CoLAB to measure self-efficacy changes. To evaluate the effect of the CoLAB treatment on STEBI-B scores, a paired sample t-test was conducted comparing the pre-test and post- test scores. Results of t-tests showed a statistically significant increase in participants’ personal science teaching efficacy (PSTE) from pre- to post-test, while no significant change was observed in outcome expectancy (STOE). Qualitative data were gathered through written reflections completed by PSTs immediately after each of the three CoLAB experience workshops. Thematic analysis (TA) revealed three major themes, with related sub-themes, were discovered using Thematic Analysis: self-efficacy through adaptive performance, collaboration between peers and institutions, and emotional growth. These findings suggest that CoLAB, as an authentic, collaborative, and emotionally complex practice-based model, supports the development of preservice teachers’ science teaching self-efficacy.