A Case Study On Novice Science Teachers' Self-Efficacy In Teaching At Elementary Schools

The elementary school science education in our country has reformed from the common sense education to the science education, and elementary school science teachers would face many challenges in the practice of science education. On the one hand, they must constantly improve their teaching capacity; on the other hand, teachers are faced with work stress and burdened with public opinion. In order to further prospecting of what maintains the intrinsic mechanism of teachers' professional beliefs, the personal teaching efficacy is the focal point, thus developed into significant study to the professional development of the novice teachers in primary school.This article uses the case study method through the in-depth interviews of three novice teachers who graduated from the normal university and work on the primary school science education. It was found that the novice teachers in primary schools believe they can achieve the desired teaching objectives; Novice teachers have no experience, but are willing to try, because they believe that each student can become a good student Novice teachers did not achieve the degree of creative teaching design, and constantly looking for more suitable for their own teaching design; can hold open class and design their teaching; can solve the problems encountered in specific teaching; Novice teachers truly complete inquiry class has not been carried out, but each section will be integrated into some of the inquiry link. The performance of these in the real and dynamic teaching situation fully shows the high personal teaching efficacy of novice teachers. It was also found that the construction process of their personal teaching efficacy is mainly affected by the individual teacher, education environment and so on. Individual teacher plays a key role in the formation of novice teachers personal teaching efficacy.This paper is divided into six parts, the first part introduces the research background and the purpose, significance and methods of this paper; the second part is the literature review; the third part describes the design and research in detail, including research tools and process; the fourth part analyzes and integrates personal teaching efficacy of novice science teachers in elementary school; the fifth part explores the formation and development source of the personal teaching efficacy; the sixth part makes conclusions and recommendations.