Developing Preservice Teachers' Self-Efficacy through Field-Based Science Teaching Practice with Elementary Students

Autor/in	Flores, Ingrid M.
Titel	Developing Preservice Teachers' Self-Efficacy through Field-Based Science Teaching Practice with Elementary Students
Quelle	In: Research in Higher Education Journal, 27 (2015), (19 Seiten) PDF als Volltext kostenfreie Datei Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1941-3432
Schlagwörter	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; California + Suchen Sie Ihr Suchwort? Self-efficacy; Selbstwirksamkeit; Effectiveness of teaching; Instructional effectiveness; Lehrerleistung; Unterrichtserfolg; Praxisnahes Lernen; Teaching of science; Science education; Natural sciences Lessons; Naturwissenschaftlicher Unterricht; Methodisch-didaktische Anleitung; Concept learning; Begriffsbildung; Kursprogramm; Teaching method; Lehrmethode; Unterrichtsmethode; Lehrbefähigung; Lehrkompetenz; Unterrichtsbefähigung; Curriculum; Development; Curriculumentwicklung; Lehrplan; Entwicklung; School year 05; 5. Schuljahr; Schuljahr 05; Teaching practice; Unterrichtspraxis; Lehramtsstudent; Lehramtsstudentin; Referendar; Referendarin; Beobachtung; Likert-Skala; Survey; Umfrage; Befragung; Kalifornien
Abstract	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. (As Provided).
Anmerkungen	Publisher Info: Academic and Business Research Institute. 147 Medjool Trail, Ponte Vedra, FL 32081. Tel: 904-435-4330; e-mail: editorial.staff@aabri.com; Web site: http://www.aabri.com
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01