Self-efficacy beliefs of pre-service primary school teachers in inquiry-based learning

This paper focuses on two questions: (1) Is it possible to separate two dimensions of self-efficacy beliefs with our data (i.e., one dimension related to science teaching and the other to inquiry-based science teaching)? (2) Do these beliefs change during a semester? The analyses are based on data from 266 students. The results indicate that a particular distinction should be made between the two aspects of self-efficacy beliefs. Both aspects show a significant positive development during a semester, with the self-efficacy beliefs in inquiry-based learning showing even greater positive development. This development even remains when controlling for previous knowledge and interest.