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ERIC Number: EJ1056173
Record Type: Journal
Publication Date: 2015-Jan
Abstractor: As Provided
Developing Preservice Teachers' Self-Efficacy through Field-Based Science Teaching Practice with Elementary Students
Flores, Ingrid M.
Research in Higher Education Journal, v27 Jan 2015
Thirty preservice teachers enrolled in a field-based science methods course were placed at a public elementary school for coursework and for teaching practice with elementary students. Candidates focused on building conceptual understanding of science content and pedagogical methods through innovative curriculum development and other course assignments during the first ten weeks. Teaching practice with fifth-grade students at the hosting elementary school occurred over a five-week period towards the end of the course. The researcher sought to determine if teacher candidates' confidence would rise in a teacher preparation environment that included exposure to authentic teaching practice. A pretest-posttest administration of the STEBIB determined that general efficacy and personal science teaching efficacy (PSTE) increased significantly as hypothesized. Science teaching outcome expectancy (STOE) increased, but to a lesser degree.
Descriptors: Preservice Teachers, Self Efficacy, Teacher Effectiveness, Field Experience Programs, Science Instruction, Elementary School Science, Elementary School Students, Methods Courses, Scientific Concepts, Concept Formation, Course Content, Teaching Methods, Teaching Skills, Curriculum Development, Grade 5, Program Effectiveness, Student Teaching, Pretests Posttests, Student Teachers, Video Technology, Observation, Likert Scales, Surveys, Scores
Publisher Info: Academic and Business Research Institute. 147 Medjool Trail, Ponte Vedra, FL 32081. Tel: 904-435-4330; e-mail: email@example.com; Web site: http://www.aabri.com
Publication Type: Journal Articles; Reports - Research
Education Level: Higher Education; Postsecondary Education; Elementary Education; Grade 5; Intermediate Grades; Middle Schools
Authoring Institution: N/A
Identifiers - Location: California