Using illustrations to depict preservice science teachers' self-efficacy: A case study

Abstract

This qualitative case study conducted at a small private university in the U.S. found that preservice teacher self-efficacy increased over the course of four semesters when taught inquiry-based instruction from a Social Constructivist Theoretical framework. This study utilized A Draw a Science Teacher Test Checklist (DASTT-C) created by Thomas, Pederson, and Finson (2001) and required students to draw themselves both at the beginning and end of the semester. Additionally, three themes were found in the reflections of the students which included: teacher as facilitator, students as teachers, learning through inquiry. Based on these findings, it is clear that preservice teachers' attitudes and beliefs can be changed based on university instructional and course design.