Using Student-Teachers’ Reports of Self-Efficacy to Evaluate an Early Childhood Science Course

Source: Journal of Early Childhood Teacher Education, Volume 35, Issue 4, 2014, pages 337-356

This study aimed to evaluate teaching effectiveness in an elective science course, in the Early Childhood Education Department of Athens University in Greece.

For this, a sequential mixed research design was applied to investigate freshmen beliefs about the effectiveness of their future teaching in kindergarten.

An enhancement and a worsening student beliefs groups were identified based on their changing beliefs.
In the first group, students were more effective in self-modeling of teaching and perceived the classroom environment in a more positive light than their fellows.
Both groups asserted the need for more teaching activities.