The purpose of this Springer Brief is to provide a comprehensive review of both the STEBI methods and findings through the use of a clearly defined analytic framework. A systematic review of literature yielded 107 STEBI-A research items and 140 STEBI-B research items. The STEBI instruments have been used in a wide range of qualitative, cross sectional, longitudinal and experimental designs. Analysis of the findings of the papers reveals that in-service and pre-service programs that use innovative practices such as cooperative learning, inquiry based investigation and nature of science instruction can produce positive growth in participants' science teaching efficacy beliefs. The personal science teaching efficacy beliefs of pre-service and in-service teachers showed greater mean scores and higher growth than their outcome expectancies. Implications are discussed.

Represents an unprecedented summary of a 25-year body of literature Acts as a hub for readers to access existing research that suits their needs and interests Builds a compelling argument for rich, complex and student-centered science teacher education programs Includes supplementary material: sn.pub/extras

Autorentext

Professor Angela Fitzgerald is the Executive Dean for the Faculty of Education at the Higher Colleges of Technology in Abu Dhabi. Her main focus is engaging in activities that support pre- and in-service teachers in developing their confidence and competence in the learning and teaching of science in primary school settings. She has also engaged in the professional experience space nationally and internationally, which has involved supporting pre-service teachers in their learning to teach journey and building partnerships with education stakeholders. Ange advocates for quality primary science education through contributing to international policy directions and networks, such as the Papua New Guinea Ministry of Education and the Smithsonian Science Education Centre. Dr. Kimberley Pressick-Kilborn has worked in primary and secondary schools in New South Wales (NSW), Australia as a teacher, school leader and education researcher for more than 25 years. She currently is Director of Research (Pre-School - Year 12) at Trinity Grammar School and an Honorary Industry Fellow at the University of Technology Sydney (UTS). Kimberley previously was a Senior Lecturer in the UTS's Teacher Education Program, with a focus on primary education. Since completing her doctorate in 2010, Kimberley's research has continued to focus on educational psychology, with consideration of students' interest and motivation development particularly in STEM learning contexts. Her research has been published in international journals and edited books, and presented at international conferences. Kimberley has contributed to the leadership of three successful funded research evaluations of key Australian science and technology programs and initiatives. She has a particular interest in practitioner research and teaching innovation informed by collaborative research. Reece Mills is an Associate Professor of Education at Queensland University of Technology (QUT), Brisbane, Australia. He commenced his career in Education as a secondary school science teacher before being appointed at QUT. Reece has previously been a Bachelor of Education (Primary) Course Coordinator and a School Research Ethics Advisor. His research aims to create socially and ecologically sustainable futures through education. Reece's research foci centre around his values (sustainability), discipline area (science education), and practice (Initial Teacher Education). He presently holds two Australian Research Council (ARC) grants investigating teacher shortages - one about career change teachers and one about hardest-to-staff schools. Associate Professor Linda Pfeiffer is the Deputy Dean Research for the School of Education and the Arts at CQ University, Australia. Linda has taught secondary and primary science and developed the science and STEM units in undergraduate and postgraduate courses. Linda is a research higher degree supervisor and has lead multiple research projects. Linda won the 2016 Women in STEM Research prize and designed the STEM Central industry-funded facility in Gladstone, Queensland. Linda is committed to improving the quality of science and innovation learning experiences at all levels of education from pre-Kindergarten right through to post-graduate and for all sectors of the community. Dr. James Deehan is a Senior Lecturer in Teacher Education at Charles Sturt University (CSU), Bathurst, Australia. He has researched and taught primary science education for over 10 years. James has served as both a Higher Degree Research Coordinator and the Sub-Dean of Graduate Studies for the Faculty of Arts and Education at CSU. His early research focused on impactful primary science teacher education for both on-campus and distance learners. More recently, James' research has focused on primary science teaching in schools and STEM education in regional, rural, and remot

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Introduction.- Part 1 A Review of the Science Teaching Efficacy Belief Instrument B: Pre-service Teachers.- The Science Teaching Efficacy Belief Instrument B.- The research contexts of the STEBI-B instrument.- Purpose of this Study.- Method.- Organisational Framework for the Analysis of the STEBI-B Literature.- Findings.- Discussion.- Part 2 A Review of the Science Teaching Efficacy Belief Instrument A: In-service.- Teachers.- The Science Teaching Efficacy Belief Instrument A.- The research contexts of the STEBI-A instrument.- Purpose of this Chapter.- Method.- Structural Framework for the Analysis of the STEBI-A literature.- Findings.- Discussion.- Conclusion.