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ERIC Number: EJ1116222
Record Type: Journal
Publication Date: 2016
Pages: 22
Abstractor: As Provided
Reference Count: 59
ISBN: N/A
ISSN: ISSN-1361-1267
Pre-Service Teachers' Science Teaching Self-Efficacy Beliefs: The Influence of a Collaborative Peer Microteaching Program
Cinici, Ayhan
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.
Routledge. Available from: Taylor & Francis, Ltd. 325 Chestnut Street Suite 800, Philadelphia, PA 19106. Tel: 800-354-1420; Fax: 215-625-2940; Web site: http://www.tandf.co.uk/journals
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