Foundation Phase Science Teacher Identity: Exploring Evolutionary Module Development to Promote Science Teaching Self-Efficacy

Autor/in	Meiring, Leslie F.
Titel	Foundation Phase Science Teacher Identity: Exploring Evolutionary Module Development to Promote Science Teaching Self-Efficacy
Quelle	In: South African Journal of Childhood Education, 9 (2019) 1, Artikel 603 (11 Seiten)Infoseite zur Zeitschrift PDF als Volltext kostenfreie Datei Verfügbarkeit
Zusatzinformation	ORCID (Meiring, Leslie F.)
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	2223-7674
Schlagwörter	Science Teachers; Self Efficacy; Elementary School Students; Foreign Countries; National Curriculum; Pedagogical Content Knowledge; Preservice Teacher Education; Student Teacher Attitudes; College Faculty; Decision Making; Psychological Patterns; Teaching Methods; Learning Processes; Science Instruction; South Africa + Suchen Sie Ihr Suchwort? Science; Teacher; Teachers; Science teacher; Wissenschaft; Lehrer; Lehrerin; Lehrende; Self-efficacy; Selbstwirksamkeit; Ausland; Pädagogische Kompetenz; Lehramtsstudiengang; Lehrerausbildung; Fakultät; Decision-making; Entscheidungsfindung; Teaching method; Lehrmethode; Unterrichtsmethode; Learning process; Lernprozess; Teaching of science; Science education; Natural sciences Lessons; Naturwissenschaftlicher Unterricht; Südafrika; Süd-Afrika; Republik Südafrika; Südafrikanische Republik
Abstract	Background: The South African national school curriculum for the foundation phase (6- to 9-year-olds) does not have a unique subject called 'science', but 'hidden' away in the subject 'life skills', one detects a great deal of science, but not all of it overtly presented. This presents a challenge to teachers who might be limited in their science content knowledge and lack understanding of the processes of science, both of which might contribute to low levels of science teaching self-efficacy. Aim: This article explores an evolutionary module development process designed to promote science teaching self-efficacy. Setting: Pre-service foundation phase student teachers taking a single method module in science. Methods: The study is anchored within the Scholarship of Teaching and Learning (SoTL). On completion of the module, student teachers complete anonymous module-evaluation questionnaires. An interpretive, qualitative approach is used to support discussion of the module's principles, content and delivery within the context of module development. Results: Data originate from two cohorts of student teachers (2011 and 2014). These data inform lecturers' decisions on the re-development of the module for the following year. The intervening years (2012-2013) saw the module being firmly anchored on three pillars, namely teacher identity, science teaching self-efficacy and the nature of science. Conclusion: This article outlines the evolution of a pre-service foundation phase science module, from a science-content-only module (2006) through to a module whose underpinning principles and content attempt to address the hopes, fears and challenges faced by prospective foundation phase teachers. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01