Explaining astronomy teaching self-efficacy among pre-service teachers

ABSTRACT

Earth and Space is one of the thematic strands/domains of the Philippine basic education science curriculum, yet little is known about its different teaching and learning aspects, including those associated with preservice teachers' readiness and preparedness to teach astronomy. This exploratory study examined the interaction of views on the nature of science, perceived relevance of education, technology acceptance and use, and astronomy teaching self-efficacy among 203 pre-service high school science teachers in one of the centers of excellence for teacher education in one of the state universities in the Philippines. Using an adapted survey instrument, collected data underwent partial least squares-structural equation modeling using SmartPLS 4. Results confirmed the direct effect of perceived relevance of education and technology acceptance and use on astronomy teaching self-efficacy, the direct effect of views on the nature of science on perceived relevance of education and technology acceptance and use, and the mediating effect of perceived relevance of education and technology acceptance and use between views on the nature of science and astronomy teaching self-efficacy. A reflection elucidating the role of views on the nature of science, perceived relevance of education, and technology acceptance and use on preservice teachers' astronomy teaching self-efficacy is provided.

KEYWORDS:

• Astronomy education
• pre-service teachers
• views on the nature of science
• perceived relevance of education
• technology-acceptance
• astronomy teaching self-efficacy

Disclosure statement

No potential conflict of interest was reported by the author(s).