Title: Building Pre-Service Teachers’ Self-Efficacy in an Online Science Methods Course
Authors: Bradley Rhew, Joey Lord, Jennifer Putnam
Journal Issue: Spring 2025 36(1)
Abstract: This study examines the challenges facing the teaching profession in the United States, focusing on the ongoing teacher shortage and its impact on science education. The research highlights the decline in teacher education program enrollment and explores the potential of online courses to address these issues. Specifically, the study investigates the role of teacher self-efficacy in science instruction and its importance in middle school education. The article discusses strategies for designing effective online science methods courses to enhance preservice teachers' self-efficacy, including simulations, collaborative projects, and formative assessment. The research emphasizes the critical role of feedback in building self-efficacy and improving instructional practices. By addressing gaps in self-efficacy and providing comprehensive training, teacher preparation programs can better equip future educators to inspire scientific curiosity and literacy in students. The study concludes that fostering self-efficacy in preservice teachers is essential for improving science education and addressing the teacher shortage crisis.