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• W2483719693 abstract "In a world undergoing rapid social, cultural, economic and environmental changes it is imperative to have an informed populace that is capable of displaying the scientific literacy needed to contribute to informed decision making. It is the people, rather than the scientists, that will decide our futures. Tumultuous times call for strong fundamental science education. As the Baby Boomer generation edges towards retirement, it is worth supporting and assessing our future generations of science teachers. Teacher efficacy is a viable means of conducting such assessment as it has shown to relate to pedagogical choices, teacher resilience and student outcomes. The Science Teaching Efficacy Belief Instrument B (STEBI-B) was initially published in 1990 and since this time has proven to be a valid and reliable measure of the science teaching efficacy beliefs of pre-service teachers. The purpose of this chapter is to review the STEBI-B instrument in terms of both methods and findings. Additionally, a framework for the systemic analysis of the literature is presented. A total of 140 articles, dissertations and presentations were included in the analyses. Findings show considerable research design variation. A plethora of student centred science interventions have shown to increase pre-service teachers’ science teaching efficacy beliefs. Pre-service teachers’ personal science teaching efficacy beliefs consistently show high scores and growth than their outcome expectancy beliefs. Implications are discussed within the chapter." @default.
• W2483719693 created "2016-08-23" @default.
• W2483719693 creator A5077761944 @default.
• W2483719693 date "2016-07-29" @default.
• W2483719693 modified "2023-09-23" @default.
• W2483719693 title "A Review of the Science Teaching Efficacy Belief Instrument B: Pre-service Teachers" @default.
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• W2483719693 doi "https://doi.org/10.1007/978-3-319-42465-1_2" @default.
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