Changes in Preservice Teachers’ Self-Efficacy: From Science Methods to Student Teaching

The purpose of this research was to assess preservice teachers self-efficacy at different stages of their educational career in an attempt to determine the extent to which self-efficacy beliefs may change over time. In addition, the critical incidents, which may contribute to changes in self-efficacy, were also investigated. The instrument used in the study was the Teaching Science as Inquiry (TSI) Instrument. The TSI Instrument was administered to 38 preservice elementary teachers to measure the self-efficacy beliefs of the teacher participants in regard to the teaching of science as inquiry. Based on the results and the associated data analysis, mean and median values demonstrate positive change for self-efficacy and outcome expectancy throughout the data collection period.

Computations of Vector-Valued Siegel Modular Forms

We carry out some computations of vector-valued Siegel modular forms of degree two, weight (k, 2) and level one, and highlight three experimental results: (1) we identify a rational eigenform in a three-dimensional space of cusp forms; (2) we observe that non-cuspidal eigenforms of level one are not always rational; (3) we verify a number of cases of conjectures about congruences between classical modular forms and Siegel modular forms. Our approach is based on Satoh's description of the module of vector-valued Siegel modular forms of weight (k, 2) and an explicit description of the Hecke action on Fourier expansions. (C) 2013 Elsevier Inc. All rights reserved.