Factors of Pre-Service, Novice, and Experienced Chemistry Teachers’ Sense of Efficacy Beliefs: A Qualitative Study

Date

2023-4-27

Author

İnceçay, İrem

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This study aimed to explore the factors of pre-service, novice, and experienced chemistry teachers' sense of efficacy beliefs. For this purpose, a basic qualitative research design was utilized. Data were collected from eight pre-service chemistry teachers attending the chemistry education program at two different public universities in Ankara, seven novice and ten experienced chemistry teachers working in public and private schools through semi-structured interviews. For data analysis, content analysis and constant comparative methods were conducted. Two main themes that are internal and external factors emerged from the data. Results indicated that most pre-service and in-service chemistry teacher self-efficacy beliefs, which are situation- and context-specific, are affected by "mastery experience," one of Bandura's suggested four sources of self-efficacy. Moreover, results revealed that two other sources suggested by Bandura, which are ''vicarious experience'' and ''verbal persuasion'', were the influential factors of chemistry teachers' sense of efficacy beliefs. In addition to the sources suggested by Bandura, the other influential factors of chemistry teachers' sense of efficacy beliefs were explored as ''knowledge,'' ''disposition,'' ''feedback,'' ''student-related,'' ''teacher-related,'' and ''social environment in teaching.'' The most frequently reported factors were "teacher preparation quality" for pre-service chemistry teachers and ''pedagogical content knowledge'' for novice teachers. On the other hand, ''content knowledge'' was a frequently reported factor by experienced teachers. Compared with pre-service and experienced teachers, ''student-related'' and ''social environment in teaching'' factors were reported more frequently by novice teachers. Furthermore, the study findings have demonstrated that remote education during the COVID-19 pandemic has influenced pre-service teachers' sense of efficacy since it impacted "subject matter knowledge" and "pedagogical content knowledge" factors. Implications for teacher preparation and teacher professional development programs and suggestions for future research in chemistry teacher education were addressed.

Subject Keywords

Teacher self-efficacy, Chemistry teaching, Basic qualitative research

URI

https://hdl.handle.net/11511/104500

Collections

Graduate School of Natural and Applied Sciences, Thesis