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ERIC Number: EJ915532
Record Type: Journal
Publication Date: 2010-Jan
Pages: 11
Abstractor: As Provided
Reference Count: 26
ISBN: N/A
ISSN: ISSN-0036-6803
The Role of Field Experience in Elementary Preservice Teachers' Self-Efficacy and Ability to Connect Research to Practice
McDonnough, Jacqueline T.; Matkins, Juanita Jo
School Science and Mathematics, v110 n1 p13-23 Jan 2010
Though the importance of including practicum experiences in programs for the preparation of elementary preservice teachers is generally accepted, the nature of these experiences on the development of skills in teaching science can vary greatly. This study compares the effect of variations in field experiences at two institutions, one which included a practicum that was not connected to the science methods course and instructor and the other where the practicum was concurrent with and taught by the methods instructor. Interview data and results of the STEBI-B were collected across four years, with a total n = 129. The concurrent, embedded practicum yielded consistent increases in self-efficacy across the semesters. Also after the embedded practicum, preservice teachers showed greater understanding in research-based science teaching practices. (Contains 1 table and 2 figures.)
John Wiley & Sons, Inc. 111 River Street, Hoboken, NJ 07030-5774. Tel: 800-825-7550; Tel: 201-748-6645; Fax: 201-748-6021; e-mail: subinfo@wiley.com; Web site: http://www3.interscience.wiley.com/browse/?type=JOURNAL
Publication Type: Journal Articles; Reports - Research
Education Level: Elementary Education; Higher Education
Audience: Teachers
Language: English
Sponsor: N/A
Authoring Institution: N/A