Date of Award
5-2026
Degree Type
Dissertation
Degree Name
Doctor of Philosophy (PhD)
School
Center for Science and Math Education
Committee Chair
Dr. Maria Wallace
Committee Chair School
Center for Science and Math Education
Committee Member 2
Dr. Kendrick Buford
Committee Member 2 School
Center for Science and Math Education
Committee Member 3
Dr. Rachel Gisewhite
Committee Member 3 School
Center for Science and Math Education
Committee Member 4
Dr. Theresa Lampe
Committee Member 4 School
Center for Science and Math Education
Abstract
ABSTRACT
This exploratory study examined whether participation in a year-long science education partnership docent internship at a regional zoo was associated with changes in pre-service elementary teachers’ (PSETs) science teaching self-efficacy. Informal science education environments provide opportunities for teacher candidates to engage diverse audiences and practice inquiry-based teaching; however, limited research has examined how sustained participation in such internships relates to science teaching self-efficacy. Science teaching self-efficacy is a critical factor in teacher preparation, influencing instructional decisions, persistence, and student engagement in science.
Guided by Bandura’s Self-Efficacy Theory (1997) and informed by Kolb’s Experiential Learning Theory (1984), this study analyzed secondary, de-identified program evaluation data from PSETs participating in a year-long docent internship. The Science Teaching Efficacy Belief Instrument–Form B (STEBI-B) was administered at three time points; however, analyses focused on pre- and mid-survey administrations. Data from four participants were analyzed descriptively and using nonparametric Wilcoxon signed-rank tests.
Results indicated small, mixed-direction changes in Personal Science Teaching Efficacy (PSTE) and Science Teaching Outcome Expectancy (STOE), with no statistically significant differences. Findings were interpreted cautiously due to the small sample and exploratory design. This study contributes to methodological discussions of small-sample research, provides context-specific insight into zoo-based internships, and offers implications for designing teacher preparation partnerships. Further research with larger samples and mixed-methods approaches is needed.
Copyright
Edith Flores, 2026
Recommended Citation
Flores, Edith, "Teaching Science Beyond the Classroom: The Role of Docent Programs in Pre-Service Teacher Self-Efficacy" (2026). Dissertations. 2438.
https://aquila.usm.edu/dissertations/2438