Journal of Education & Social Policy

An Exploration of Pre-service Students’ Development in Science Teacher Efficacy and Self Image
Kathy Thomas Willhite, Gary L. Willhite

Abstract
This research tested the science-teaching efficacy of 48 pre-service teachers at the beginning and conclusion of a science methods course. The researchers examined the relationship between efficacy and images of science teachers. Students indicated a higher level of personal efficacy at the end of the semester than at the beginning; however, their outcome expectancies did not change. In the images of science teachers, pre-test data indicated that, 33% of the students included no stereotypical traits; whereas, 50% indicated no stereotypical traits at the post test. The more efficacious students rated themselves, the less stereotypical they were in the portrayal of science teachers. Over the semester the relationship between efficacy and the images did not alter for personal efficacy, but the relationship between outcome expectancy and stereotypical images was smaller by the end of the semester suggesting that the course influenced students’ personal beliefs about efficacy and images of science teachers.

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