摘要：This qualitative case study conducted at a small private university in the U.S.found that preservice teacher self-efficacy increased over the course of foursemesters when taught inquiry-based instruction from a Social ConstructivistTheoretical framework. This study utilized A Draw a Science Teacher TestChecklist (DASTT-C) created by Thomas, Pederson, and Finson (2001) andrequired students to draw themselves both at the beginning and end of thesemester. Additionally, three themes were found in the reflections of the studentswhich included: teacher as facilitator, students as teachers, learning throughinquiry. Based on these findings, it is clear that preservice teachers’ attitudes andbeliefs can be changed based on university instructional and course design.
