Exploring the efficacy of preservice teachers

: Qualitative analysis of their experiences within the context of primary science

Abstract

The primary aim of this research was to explore how self-efficacy could be operationalised as a useable construct to support preservice teachers, as they develop their knowledge, skills and beliefs about ways in which children learn and engage with science. Additionally this study sought to explore how research into
self-efficacy, largely underpinned by quantitative approaches, could be further enriched through qualitative approaches. This study was undertaken at a time when the status of primary science as a core component of the primary curriculum in the UK, was diminishing. Consequently this has led to reduced opportunities for
preservice teachers to observe or participate in primary science teaching experiences, affecting the development of self-efficacy beliefs for becoming effective teachers of science. Whilst self-efficacy beliefs are generally discussed in terms of future events they can also be thought of retrospectively to explore how
such beliefs are influenced by past experiences. In this research eleven preservice primary teachers who had completed, or were in the process of completing initial teacher training, participated in semi-structured interviews to reflect on their experiences of primary science teaching. Data analysis was guided by thematic analysis to operationalise self-efficacy through participants’ responses, making use of an inductive approach and aligning this with themes from literature to include a deductive element. In this way indicators of selfefficacy were identified which included making use of support, resilience and motivation. A further aspect of this research was to explore the factors that may contribute to the development of self-efficacy beliefs. Data analysis was then influenced by conceptual models, including Bandura’s work from 1997, illustrating the triadic reciprocal causation (TRC) model, and additional models such as that of Gist and Mitchell from 1992.
As a result this research provides insights into the potential for enhancing the usability of self-efficacy research for teachers, through the development and suggested application of new analytical tools including the TRC Integrated Cyclical Model.

Date of Award	19 Jun 2022
Original language	English
Awarding Institution	University of Winchester
Supervisor	Eira Patterson (Supervisor), Victoria Randall (Supervisor) & Janice De Sousa (Supervisor)