ERIC Number: EJ1116222
Record Type: Journal
Publication Date: 2016
Pages: 22
Abstractor: As Provided
ISBN: N/A
ISSN: ISSN-1361-1267
EISSN: N/A
Pre-Service Teachers' Science Teaching Self-Efficacy Beliefs: The Influence of a Collaborative Peer Microteaching Program
Mentoring & Tutoring: Partnership in Learning, v24 n3 p228-249 2016
The aim of my study was to explore the nature of changes in pre-service science teachers' (PSTs') self-efficacy beliefs toward science teaching through a mixed-methods approach. Thirty-six participants enrolled in a science methods course that included a collaborative peer microteaching ("Cope-M"). Participants' science teaching self-efficacy beliefs were measured using paired t-test procedures on Science Teaching Efficacy Beliefs Instrument-B before and after the course. Additionally, structured interviews were conducted with six PSTs. After the "Cope-M" process, participants continued their education in two subsequent terms, spending time observing professional teaching practices and being involved in science teaching practice in a local middle school. Finally, besides administering the self-efficacy scale again, a questionnaire regarding final perceptions of science teaching and microteaching was administered. Results suggested microteaching sessions provided a supportive and rich environment to develop cognitive, affective, and psychomotor skills in terms of professional teacher behaviors. Moreover, the microteaching sessions provided a supportive medium for enhancing science teaching self-efficacy beliefs.
Descriptors: Preservice Teachers, Science Instruction, Self Efficacy, Beliefs, Microteaching, Science Teachers, Mixed Methods Research, Scientific Methodology, Teaching Methods, Science Education, Questionnaires, Teacher Education, Teacher Education Programs, Foreign Countries, Mentors, Teaching Skills, Structured Interviews, Pretests Posttests
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Publication Type: Journal Articles; Reports - Research
Education Level: Higher Education; Postsecondary Education
Audience: N/A
Language: English
Sponsor: N/A
Authoring Institution: N/A
Identifiers - Location: Turkey
Grant or Contract Numbers: N/A