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\nSusanne Walan1 and Shu-Nu Chang Rundgren*2  \n• In recent years, the curricula reforms at the levels of preschool and primary school in Sweden have caused new demands on the teachers. In particular, numerous teachers lack the educational training in science subjects. Therefore, this study aims to investigate teachers’ self-efficacy and needs in relation to science teaching. A total of 71 teachers, divided into three groups of preschool, 1-3 grades and 4-6 grades, were invited to join this pilot study. From the EU FP7 project, PROFILES, a Likert scale questionnaire (with scores from  \n1 to 3 to represent strongly disagree, agree to strongly agree, andIdon’t know was scored 0) was used and revised for the data collection in this pilot study. The results showed that the participating teachers had relatively high self-efficacy and no significant differences were found among the three groups of teachers. However, even though the teachers had high self-efficacy, the needs of further education were expressed by the teachers to a large extent. In particular, the group of preschool teachers addressed the need for more content knowledge (CK) in physics and chemistry (>41%). In terms of the groups of 1-3 and 4-6 grades teachers, the needs relating to scientific literacy were revealed, with a focus on engaging students in socio-scientific problems (52%, 56%) and assessment (44%, 61%). The implication of this study is discussed in the hope to contribute to teachers’ professional development for both pre-and in-service teachers in science education.  \nKeywords: Preschool, Primary school, Science, Self-efficacy, Teacher’s need  \n1 PhD student, Department of Environmental and Life Sciences, Karlstad University, Sweden  \n2 *Corresponding Author. Department of Engineering and Chemical Sciences, Karlstad University, Sweden; [shu-nu.chang-rundgren@kau.se](shu-nu.chang-rundgren@kau.se)  \nPreučevanje učiteljeve samoučinkovitosti in učiteljevihpotreb pri poučevanju naravoslovja v predšolskem in osnovnošolskem izobraževanju: pilotna študija  \nSusanne Walan in Shu-Nu Chang Rundgren*  \n• V zadnjih letih so učitelji na Švedskem zaradi kurikularnih reform na področju predšolskega in osnovnošolskega izobraževanja postavljenipred nove zahteve. Konkretneje – veliko učiteljev ima primanjkljaj na področju naravoslovnih predmetov. Namen raziskave je preučiti samoučinkovitost in potrebe učiteljev, povezane s poučevanjem naravoslovja. Vključenih je bilo 71 učiteljev, ki so bili razdeljeni v tri skupine – učitelji v predšolskem obdobju, učitelji, ki poučujejo v prvihtreh razredih, in učitelji, ki poučujejo od [4. do](4. do) 6. razreda. Podatki sobili zbrani s pomočjo vprašalnika Likertovega tipa (od 1 do 3 – se nikakor ne strinjam, se strinjam, se popolnoma strinjam; 0 – ne vem), ki jebil pripravljen za projekt PROFILES (EU FP 7), in sicer z dopolnitvami za to raziskavo. Izsledki so pokazali, da imajo učitelji, ki so sodelovali, sorazmerno visoko raven samoučinkovitosti, med skupinami pa ni bilo statistično pomembnih razlik. Kljub temu pa je bila potreba po nadaljnjem izobraževanju močno izražena. Podrobneje – predšolski učitelji so izrazili potrebo po več strokovnega znanja na področju fizikein kemije (> 41 %). V drugih dveh skupinah se je potreba pokazala privsebinah, povezanih z naravoslovno pismenostjo: vključevanje učencev v družbeno-naravoslovno problematiko (52 %, 56 %) in vrednotenje (44 %, 61 %) . Uporabnost izsledkov študije je podana z namenom prispevka k profesionalnemu razvoju študentov in učiteljev naravoslovnega izobraževanja.  \nKljučne besede: predšolsko obdobje, osnovna šola, naravoslovje, samoučinkovitost, učiteljeve potrebe  \nIntroduction  \nDeveloping teachers’ professional knowledge, which includes content knowledge (CK), pedagogical knowledge (PK) and pedagogical content knowledge (PCK), has been addressed during past decades (e.g","cbCaigSqxhnPJ17D","https://ap.wps.com/l/cbCaigSqxhnPJ17D","pdf",343552,17,"English","# Introduction\n## Study aim and teacher professional knowledge\n## Pilot study design and measures\n## Key findings on self-efficacy and training needs","[{\"question\":\"What problem does the pilot study address?\",\"answer\":\"It examines how curriculum reforms in Sweden have increased teachers’ science-related demands, especially given many teachers’ limited training in science subjects.\"},{\"question\":\"How many teachers participated, and how were they grouped?\",\"answer\":\"A total of 71 teachers participated, divided into three groups: preschool teachers, grades 1–3 teachers, and grades 4–6 teachers.\"},{\"question\":\"What did the study find about teachers’ self-efficacy?\",\"answer\":\"Participating teachers reported relatively high self-efficacy, and no significant differences were found among the three teacher groups.\"},{\"question\":\"What training needs were expressed by teachers?\",\"answer\":\"Despite high self-efficacy, teachers strongly expressed needs for further education, including more physics and chemistry content knowledge for preschool teachers and needs related to scientific literacy, socio-scientific problem engagement, and assessment for primary grades teachers.\"}]","Investigating Preschool and Primary School Teachers’ Self-Efficacy and Needs in Teaching Science - A Pilot Study | PDF",1792087809,43]