"Me? Teach Science?" Exploring EC-4 pre-service teachers' self-efficacy in an inquiry-based constructivist physics classroom

In this qualitative and interpretive study, we investigated factors that influenced preservice teachers' self-efficacy in a constructivist, inquiry-based physics class. Bandura's (1977) theory of social learning was used as a basis to examine preservice teacher's self-efficacy. Participants included 70 female EC-4 preservice teachers enrolled in two sections of PHYS 3400. Data collected included individual and focus group interviews, pre and post-concept tests, and participant lesson plans. We present a model showing the impact various factors have on increasing preservice elementary teachers' self-efficacy. results show modeling of (1) grade appropriate science teaching activities, and (2) strategies and participatory experiences in inquiry-based activities were major factors influencing elementary teachers' self-efficacy and outcome expectancy expectations.