Field Experiences, Mentoring, and Preservice Early Childhood Teachers' Science Teaching Self-Efficacy Beliefs

Autor/inn/en	Simsar, Ahmet; Jones, Ithel
Titel	Field Experiences, Mentoring, and Preservice Early Childhood Teachers' Science Teaching Self-Efficacy Beliefs
Quelle	In: International Journal on Social and Education Sciences, 3 (2021) 3, S.518-534 (18 Seiten) PDF als Volltext kostenfreie Datei Verfügbarkeit
Zusatzinformation	ORCID (Simsar, Ahmet) ORCID (Jones, Ithel)
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	2688-7061
Schlagwörter	Preservice Teachers; Early Childhood Teachers; Self Efficacy; Mentors; Correlation; Science Instruction; Modeling (Psychology); Feedback (Response); Teacher Role; Preservice Teacher Education; Experiential Learning; Foreign Countries; Student Teaching; Teacher Effectiveness; Teacher Attitudes; Student Attitudes; Time; Practicums; Turkey + Suchen Sie Ihr Suchwort? Early childhood; Early childhood education; Teacher; Teachers; Frühe Kindheit; Frühkindliche Bildung; Frühpädagogik; Lehrer; Lehrerin; Lehrende; Self-efficacy; Selbstwirksamkeit; Korrelation; Teaching of science; Science education; Natural sciences Lessons; Naturwissenschaftlicher Unterricht; Modeling; Modelling; Modellierung; Lehrerrolle; Lehramtsstudiengang; Lehrerausbildung; Experiental learning; Erfahrungsorientiertes Lernen; Ausland; Teaching practice; Unterrichtspraxis; Effectiveness of teaching; Instructional effectiveness; Lehrerleistung; Unterrichtserfolg; Lehrerverhalten; Schülerverhalten; Zeit; Practicum; Praktikum; Praktika; Türkei
Abstract	In this study relationships between preservice early childhood teachers' self-efficacy beliefs and their mentor teachers' mentoring were examined. Quantitative research method was used in the study by the using multivariate data collections. The Science Teaching Efficacy Belief Instrument (STEBI) was administered to 96 pre-service teachers and mentor teachers. Time spent teaching and observing science was recorded also recorded by participants by the using time trackers. The Mentoring for Effective Science Teaching (MEST) instrument measured perceptions of the teachers' mentoring activities, including modeling and feedback. Correlational analyses estimated the relationship between the preservice and mentor teachers' self-efficacy beliefs, beliefs and time spent teaching, and beliefs and modeling and feedback. The findings suggest that mentor teachers play an important role in the preparation of preservice teachers, and that this role is particularly true for those mentors with higher science teaching self-efficacy beliefs. It also showed that how teaching practices have significant roles while preparing future teachers. For teacher education program could be pay attention to teaching practices while giving a decision for choosing mentor teachers. For future researchers may also look at the different sections of mentoring practices and their impacts on preservice teacher's teaching skills. (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