Developing Pre-Service Elementary Science Teachers' Science Teaching Efficacy Beliefs through Microteaching by Promoting Efficacy Sources

Autor/inn/en	Kartal, Tezcan; Dilek, Irem
Titel	Developing Pre-Service Elementary Science Teachers' Science Teaching Efficacy Beliefs through Microteaching by Promoting Efficacy Sources
Quelle	In: International Journal on Social and Education Sciences, 3 (2021) 4, S.710-731 (23 Seiten) PDF als Volltext kostenfreie Datei Verfügbarkeit
Zusatzinformation	ORCID (Kartal, Tezcan) ORCID (Dilek, Irem)
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	2688-7061
Schlagwörter	Science Instruction; Preservice Teachers; Student Attitudes; Science Teachers; Self Efficacy; Methods Courses; Teacher Educators; Teacher Education Programs; Pretests Posttests; Comparative Analysis; Video Technology; Feedback (Response); Lesson Plans; Microteaching; Foreign Countries; Turkey + Suchen Sie Ihr Suchwort? Teaching of science; Science education; Natural sciences Lessons; Naturwissenschaftlicher Unterricht; Schülerverhalten; Science; Teacher; Teachers; Science teacher; Wissenschaft; Lehrer; Lehrerin; Lehrende; Self-efficacy; Selbstwirksamkeit; Methodisch-didaktische Anleitung; Teacher education; Education; Lehrerausbildung; Lehrerbildung; Lesson planning; Unterrichtsplanung; Ausland; Türkei
Abstract	Science teaching efficacy belief (STEB) is of paramount importance as it motivates teachers to teach science or hinders them from teaching science. Preservice teachers' efficacy beliefs may change during their method courses. Knowing how pre-service teachers' beliefs change over time can significantly contribute to teacher educators to improve teacher efficacy. This study examined the effect of microteaching on pre-service elementary science teachers' STEB. Pretest-posttest control group design was utilized. Data was collected using the Science Teaching Efficacy Beliefs Instrument (STEBI-B) developed by Enochs and Riggs (1990) both at the beginning and end of the study. The treatment group planned and taught mini-lessons. The lessons were videotaped and evaluated in detail by watching the videotapes. The microteachers replanned and retaught the mini-lessons based on the feedback. The microteaching practices were conducted to support efficacy sources. The control group only planned and taught mini-lessons and received brief and undetailed feedback. Results showed significant differences in participants' personal science teaching efficacy beliefs and student outcome expectancy beliefs in terms of the treatment group. The STEB scores of the control group also decreased at the end of the study. It is suggested that pre-service teachers should have the opportunity to reflect on their performances, artifacts, or lesson plans and to design them several times. (As Provided).
Anmerkungen	International Society for Technology, Education, and Science. ISTES Organization, Monument, CO 80132. e-mail: istesorganization@gmail.com; e-mail: ijonsesoffice@gmail.com; Web site: https://www.ijonses.net/index.php/ijonses
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01