An Analysis of Noyce Scholar Personal and Professional Self-Efficacy
Regina Toolin, Ph.D. & Herman Meyers, Ph.D.
Abstract
This study examined themes of transition from pre-professional to professional status for six National Science Foundation Robert Noyce Scholars enrolled in a Master of Arts in Teaching in Secondary Education Program. An instrumental deductive coding framework was utilized to analyze study data pertaining to Scholar professional self-efficacy. Professional transition themes were observed to varying degrees in the pre and post essays for all the Noyce Scholars engaged in this study. Findings from this study included confirmation of the perception of professional growth among the Scholars, particularly themes pertaining to teacher self-confidence and professional knowledge. In addition to documenting the effects of the program on Scholars’ perceptions, the study serves as a potential gateway to more extensive research on teacher self-efficacy of STEM preservice teacher development.