Developing Pre-service Elementary Science Teachers’ Science Teaching Efficacy Beliefs through Microteaching by Promoting Efficacy Sources

Science teaching efficacy belief (STEB) is of paramount importance as it motivates teachers to teach science or hinders them from science. Pre-service teachers' beliefs may change during their method courses. Knowing how pre-service over time can significantly contribute teacher educators improve efficacy. This study examined the effect microteaching on elementary STEB. Pretest-posttest control group design was utilized. Data collected using Teaching Efficacy Beliefs Instrument (STEBI-B) developed by Enochs and Riggs (1990) both at beginning end study. The treatment planned taught mini-lessons. lessons were videotaped evaluated in detail watching videotapes. microteachers replanned retaught mini-lessons based feedback. practices conducted support sources. only received brief undetailed Results showed significant differences participants' personal student outcome expectancy terms group. STEB scores also decreased It suggested that should have opportunity reflect performances, artifacts, lesson plans several times.