This research aimed to develop a self-efficacy of pre-service science teachers. The participants were 17 science pre-service teachers who were in the first year of general science program. The teacher professional development program in this study employed 3 strategies to develop pre-service teacher’s self-efficacy including curriculum topic study, content course, and teaching practice. The research instruments comprised of a questionnaire (SOSESC-P) and a semi-structured interview. Before and after participating in the program, all participants completed 33 items of a questionnaire and 6 participants were interviewed. Data were analyzed through mean, standard deviation, and content analysis, which was divided into four aspects including performance accomplishment (PA), vicarious learning (VL), social persuasion (SP), and emotional arousal (EA). The result indicated statistically significant gains in participants’ self-efficacy in every aspect at 0.05 level. Data from the interviews show that the main influences in developing self-efficacy included hands on activities, good interaction between teachers and students, supports from classmates, and questioning.
Supranee Pitsamai, Naresuan University, Thailand
Thitiya Bongkotphet, Naresuan University, Thailand
Sirinuch Chindaruksa, Naresuan University, Thailand
Stream: Educational Research
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