Pre-Service Basic Science Teachers’ Self-Efficacy Beliefs and Attitudes towards Science Teaching

Ernest Immaare Ngman-wara; Dorwu Ishmael Edem

doi:10.31686/ijier.vol4.iss8.576

Authors

Ernest Immaare Ngman-wara University of Education, Ghana
Dorwu Ishmael Edem Akatsi College of Education, Ghana

DOI:

https://doi.org/10.31686/ijier.vol4.iss8.576

Keywords:

Pre-service Science Teachers, Self-Efficacy Beliefs, attitude, science teaching, colleges of education

Abstract

The main purpose of the study was to explore preservice basic pre-service science teachers’ self-efficacy beliefs and attitude regarding science teaching. Data were collected by administering science teaching self-efficacy beliefs and attitude towards science teaching instruments to 100 pre-service basic science teachers (92 males and 8females). Descriptive statistical techniques such as mean scores, standard deviations and percentages were used to analyse the data. Results of the study showed that the pre-service basic science teachers have very high level of self-efficacy beliefs and positive attitudes towards basic science teaching. However, the respondents had some reservations about their ability to facilitate hands-on activities and laboratory work in their future science lessons. It was recommended that science tutors should integrate science content into their science methods courses to improve the pre-service teachers’ science content and pedagogical content knowledge.

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Author Biographies

Ernest Immaare Ngman-wara, University of Education, Ghana

Department of Integrated Science Education, Senior Lecturer
Dorwu Ishmael Edem, Akatsi College of Education, Ghana

Department of Science Education

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