Science Teacher Confidence

Megan Kolby Noble

doi:doi:10.11648/j.sjedu.20160401.12

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Science Teacher Confidence

Megan Kolby Noble

Published in Science Journal of Education (Volume 4, Issue 1)

Received: 22 October 2015 Accepted: 23 January 2016 Published: 16 February 2016

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Abstract

The aim of this study was to determine if in-service teachers had similar anxiety to that of pre-service teachers, if the anxiety they felt towards teaching science could be attributed to similar factors as those that can predict anxiety in pre-service teachers, and whether teachers felt as though they were given opportunities to become more confident teachers. A survey was given to 48 science teachers in Somerset County, where 65% of those teachers participated. After reviewing survey responses, it can be concluded that while the majority of in-service teachers in Somerset County feel confident in their ability to teach science, they were less prepared, in the way research suggests is necessary, to teach science confidently. The study discusses possible reasons for heightened confidence and suggestions to further increase teacher confidence.

Published in	Science Journal of Education (Volume 4, Issue 1)
DOI	10.11648/j.sjedu.20160401.12
Page(s)	9-13
Creative Commons	This is an Open Access article, distributed under the terms of the Creative Commons Attribution 4.0 International License (http://creativecommons.org/licenses/by/4.0/), which permits unrestricted use, distribution and reproduction in any medium or format, provided the original work is properly cited.
Copyright	Copyright © The Author(s), 2016. Published by Science Publishing Group

Keywords

Science, Anxiety, Confidence, in-service, Teaching

References

[1]	Baxter, J. A., Ruzicka, A., Beghetto, R. A., and Livelybrooks, D. (2013) Professional development strategically connecting mathematics and science: The impact on teachers’ confidence and practice. School Science and Mathematics, 114 (3), 102-113.
[2]	DeCoito, I. (2006). Innovations in science education: Challenging and changing teachers’ roles and beliefs. Canadian Journal of Science, Mathematics, and Technology Education, 6 (4), 339-350.
[3]	Greenwood, A. M. (2003). Factors influencing the development of career-change teachers’ science teaching orientation. Journal of Science Teacher Education, 14, 217-234.
[4]	Kind, Vanessa (2009). A conflict in your head: An exploration of trainee science teachers’ subject matter knowledge development and its impact on teacher self-confidence. International Journal of Science Education, 31 (11), 1529-1562.
[5]	Kenny, John (2010). Preparing pre-service primary teachers to teach primary science: A partnership-based approach. International Journal of Science Education, 32 (10), 1267-1288.
[6]	Krajcik, J., Codere, S., Dahsah, C., Bayer, R., and Mun, K. (2014) Planning instruction to meet the intent of the next generation science standards. Journal of Science Teacher Education, 25, 157–175.
[7]	Luft, Julie A. (2009). Beginning secondary science teachers in different induction programmes: The first year of teaching. International Journal of Science Education, 31 (17), 2355-2384.
[8]	Murphy, C., Neil, P., & Beggs, J. (2007). Primary science teacher confidence revisited: Ten years on. Educational Research, 49 (4), 415-430.
[9]	Tanaquer, v., Novodvorsky, I., and Tomanek, D. (2010). Factors influencing entering teacher candidates’ preferences for instructional activities: A glimpse into their orientations towards teaching. International Journal of Science Education, 32 (10), 1389-1406.
[10]	Taylor, N. and Corrigan, G. (2005). Empowerment and confidence: pre-service teachers learning to teach science through a program of self-regulated learning. Canadian Journal of Science, Mathematics, and Technology Education, 5 (1), 43-60.
[11]	Wenglinsky, H. and Silverstein, S. C. (2007). The Science Training. Association for Supervision and Curriculum Development, 24-29.
[12]	Yürük, N. (2011). The predictors of preservice elementary teachers’ anxiety about teaching science. Journal of Baltic Science Education, 10 (1), 17-26.

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Megan Kolby Noble. (2016). Science Teacher Confidence. Science Journal of Education, 4(1), 9-13. https://doi.org/10.11648/j.sjedu.20160401.12

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Megan Kolby Noble. Science Teacher Confidence. Sci. J. Educ. 2016, 4(1), 9-13. doi: 10.11648/j.sjedu.20160401.12

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AMA Style

Megan Kolby Noble. Science Teacher Confidence. Sci J Educ. 2016;4(1):9-13. doi: 10.11648/j.sjedu.20160401.12

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@article{10.11648/j.sjedu.20160401.12,
  author = {Megan Kolby Noble},
  title = {Science Teacher Confidence},
  journal = {Science Journal of Education},
  volume = {4},
  number = {1},
  pages = {9-13},
  doi = {10.11648/j.sjedu.20160401.12},
  url = {https://doi.org/10.11648/j.sjedu.20160401.12},
  eprint = {https://article.sciencepublishinggroup.com/pdf/10.11648.j.sjedu.20160401.12},
  abstract = {The aim of this study was to determine if in-service teachers had similar anxiety to that of pre-service teachers, if the anxiety they felt towards teaching science could be attributed to similar factors as those that can predict anxiety in pre-service teachers, and whether teachers felt as though they were given opportunities to become more confident teachers. A survey was given to 48 science teachers in Somerset County, where 65% of those teachers participated. After reviewing survey responses, it can be concluded that while the majority of in-service teachers in Somerset County feel confident in their ability to teach science, they were less prepared, in the way research suggests is necessary, to teach science confidently. The study discusses possible reasons for heightened confidence and suggestions to further increase teacher confidence.},
 year = {2016}
}

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TY  - JOUR
T1  - Science Teacher Confidence
AU  - Megan Kolby Noble
Y1  - 2016/02/16
PY  - 2016
N1  - https://doi.org/10.11648/j.sjedu.20160401.12
DO  - 10.11648/j.sjedu.20160401.12
T2  - Science Journal of Education
JF  - Science Journal of Education
JO  - Science Journal of Education
SP  - 9
EP  - 13
PB  - Science Publishing Group
SN  - 2329-0897
UR  - https://doi.org/10.11648/j.sjedu.20160401.12
AB  - The aim of this study was to determine if in-service teachers had similar anxiety to that of pre-service teachers, if the anxiety they felt towards teaching science could be attributed to similar factors as those that can predict anxiety in pre-service teachers, and whether teachers felt as though they were given opportunities to become more confident teachers. A survey was given to 48 science teachers in Somerset County, where 65% of those teachers participated. After reviewing survey responses, it can be concluded that while the majority of in-service teachers in Somerset County feel confident in their ability to teach science, they were less prepared, in the way research suggests is necessary, to teach science confidently. The study discusses possible reasons for heightened confidence and suggestions to further increase teacher confidence.
VL  - 4
IS  - 1
ER  -

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Author Information

Megan Kolby Noble

Somerset County Public Schools, Princess Anne, US

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Plain Text BibTeX RIS

APA Style

Megan Kolby Noble. (2016). Science Teacher Confidence. Science Journal of Education, 4(1), 9-13. https://doi.org/10.11648/j.sjedu.20160401.12

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ACS Style

Megan Kolby Noble. Science Teacher Confidence. Sci. J. Educ. 2016, 4(1), 9-13. doi: 10.11648/j.sjedu.20160401.12

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AMA Style

Megan Kolby Noble. Science Teacher Confidence. Sci J Educ. 2016;4(1):9-13. doi: 10.11648/j.sjedu.20160401.12

Copy | Download

@article{10.11648/j.sjedu.20160401.12,
  author = {Megan Kolby Noble},
  title = {Science Teacher Confidence},
  journal = {Science Journal of Education},
  volume = {4},
  number = {1},
  pages = {9-13},
  doi = {10.11648/j.sjedu.20160401.12},
  url = {https://doi.org/10.11648/j.sjedu.20160401.12},
  eprint = {https://article.sciencepublishinggroup.com/pdf/10.11648.j.sjedu.20160401.12},
  abstract = {The aim of this study was to determine if in-service teachers had similar anxiety to that of pre-service teachers, if the anxiety they felt towards teaching science could be attributed to similar factors as those that can predict anxiety in pre-service teachers, and whether teachers felt as though they were given opportunities to become more confident teachers. A survey was given to 48 science teachers in Somerset County, where 65% of those teachers participated. After reviewing survey responses, it can be concluded that while the majority of in-service teachers in Somerset County feel confident in their ability to teach science, they were less prepared, in the way research suggests is necessary, to teach science confidently. The study discusses possible reasons for heightened confidence and suggestions to further increase teacher confidence.},
 year = {2016}
}

Copy | Download

TY  - JOUR
T1  - Science Teacher Confidence
AU  - Megan Kolby Noble
Y1  - 2016/02/16
PY  - 2016
N1  - https://doi.org/10.11648/j.sjedu.20160401.12
DO  - 10.11648/j.sjedu.20160401.12
T2  - Science Journal of Education
JF  - Science Journal of Education
JO  - Science Journal of Education
SP  - 9
EP  - 13
PB  - Science Publishing Group
SN  - 2329-0897
UR  - https://doi.org/10.11648/j.sjedu.20160401.12
AB  - The aim of this study was to determine if in-service teachers had similar anxiety to that of pre-service teachers, if the anxiety they felt towards teaching science could be attributed to similar factors as those that can predict anxiety in pre-service teachers, and whether teachers felt as though they were given opportunities to become more confident teachers. A survey was given to 48 science teachers in Somerset County, where 65% of those teachers participated. After reviewing survey responses, it can be concluded that while the majority of in-service teachers in Somerset County feel confident in their ability to teach science, they were less prepared, in the way research suggests is necessary, to teach science confidently. The study discusses possible reasons for heightened confidence and suggestions to further increase teacher confidence.
VL  - 4
IS  - 1
ER  -

Copy | Download