Mexican & Korean elementary teachers’ past experience with science and science teaching self-efficacy

[Purpose] The purpose of this study is to examine the relationships between past experience with science (PES), science teaching self-efficacy beliefs (SE), and attitude toward science teaching (ATS) among elementary teachers in Mexico and Korea. [Methods]Using science teaching efficacy beliefs instrument (STEBI-A) and science past experiences instrument, data collection was implemented through an online survey with a sample of 203 elementary teachers, including 106 teachers in Mexico and 97 teachers in Korea. [Results]Findings demonstrate that elementary teachers’ past experience with science (PES) are positively related to teachers’ science teaching self-efficacy beliefs (SE) and their attitude toward science teaching (ATS). When compared, overall Mexican teachers and Korean teachers show similar levels of science teaching self-efficacy beliefs (SE) and past experience with science (PES), while Mexican teachers reveal more positive attitude toward science teaching (ATS) than Korean teachers. Findings further illustrate contextual differences in past experience with science (PES) between Mexican teachers and Korean teachers in terms of school, out-of-school, and college level experiences with science. [Conclusion] The study emphasizes the critical role of teachers’ past experience with science (PES), as it affects elementary teachers’ confidence and attitude in science teaching.