Teacher Training in Urban Settings: Inquiry, Efficacy, and Culturally Diverse Field Placements

  • Sheryl L. McGlamery University of Nebraska at Omaha
  • Bridget A. Franks University of Nebraska at Omaha
  • Saundra L. Shillingstad University of Nebraska at Omaha
Keywords: Higher Education, Science Teaching Efficacy Belief Instrument (STEBI-B)

Abstract

This study describes two years of findings with a unique field experience (teaching science inquiry activities to African-American girls in a summer STEM camp) for preservice elementary education majors. It reports on the effects of the field experience, in conjunction with blocked science and mathematics methods courses, on preservice teachers’ scores on the Science Teaching Efficacy Belief Instrument (STEBI-B), as well as their rankings of their course experiences with regard to science self-efficacy.
Published
2016-01-01