scholarly journals Relationship between Pre-service Science Teachers’ Self-assessment Accuracy and Science Teaching Efficacy in Microteaching

2013 ◽  
Vol 52 (3) ◽  
pp. 336-350
Author(s):  
강경희
Keyword(s):  
Science Teaching ◽  
Science Teachers ◽  
Teaching Efficacy ◽  
Service Science ◽  
Self Assessment ◽  
Science Teaching Efficacy

scholarly journals ATTITUDES OF PRE-SERVICE SCIENCE TEACHERS TOWARDS EDUCATIONAL RESEARCH AND THEIR SCIENCE TEACHING EFFICACY BELIEFS IN TURKEY

2015 ◽  
Vol 14 (2) ◽  
pp. 183-193
Author(s):  
Nail Ilhan ◽  
Zeynel Abidin Yilmaz ◽  
Hülya Dede
Keyword(s):  
Science Teaching ◽  
Educational Research ◽  
Science Teachers ◽  
Self Efficacy ◽  
Teaching Efficacy ◽  
Efficacy Beliefs ◽  
Attitude Scale ◽  
Service Science ◽  
Efficacy Belief ◽  
Science Teaching Efficacy

One of the most necessary teaching competencies for science teachers concerns their self-efficacy belief. It is also necessary for teachers to benefit from educational research in order to develop their science teaching efficacy beliefs. However, studies are restricted. This study aims to analyze the attitudes of pre-service science teachers towards educational research and their science teaching efficacy beliefs, and the relationship between the two variables according to some demographical (academic achievement, gender, and the type of high school they attended). The study was conducted according to the survey research design. Sample of the study includes 517 pre-service science teachers (final year students) at five different universities in Turkey. ‘Teachers Attitude Scale towards Educational Research [TASTER]’ and ‘Science Teaching Efficacy Belief Instrument [STEBI]’ were used as data collection tools. The data were analyzed using Statistical Package for Social Sciences (SPSS) version 18.0. Analysis of the data has revealed that there is a relationship between the attitudes of the pre-service science teachers towards educational research and their science teaching efficacy belief. Key words: attitude, educational research, self-efficacy, pre-service science teacher.

scholarly journals EXAMINING RELATIONSHIPS AMONG TURKISH PRE-SERVICE SCIENCE TEACHERS’ CONCEPTIONS OF TEACHING AND LEARNING, SCIENTIFIC EPISTEMOLOGICAL BELIEFS AND SCIENCE TEACHING EFFICACY BELIEFS

2014 ◽  
Vol 13 (6) ◽  
pp. 870-882
Author(s):  
Eralp Bahcivan
Keyword(s):  
Science Teaching ◽  
Science Teachers ◽  
Structural Equation ◽  
Teaching And Learning ◽  
Epistemological Beliefs ◽  
Teaching Efficacy ◽  
Efficacy Beliefs ◽  
Service Science ◽  
Equation Modeling ◽  
Science Teaching Efficacy

This study was conducted to examine the relationships among pre-service science teachers’ (PSTs’) teaching and learning conceptions, scientific epistemological beliefs and science teaching efficacy beliefs. 310 Turkish PSTs from different regions of the country participated in the study. Three different instruments were validated by confirmatory factor analyses. Structural equation modeling analyses revealed that participants’ constructivist conceptions of teaching and learning promoted sophisticated science related epistemologies. Sophisticated epistemologies, to some extent, also contributed participants’ science teaching efficacy beliefs. Certain assumptions were not supported by the results which pointed out that curricular reform in teacher education system met expectations partly. Implications were presented considering the results. Key words: conceptions of learning and teaching, pre-service science teachers, science teaching efficacy beliefs, scientific epistemological beliefs, structural equation modeling.

scholarly journals Developing Pre-service Elementary Science Teachers’ Science Teaching Efficacy Beliefs through Microteaching by Promoting Efficacy Sources

2021 ◽  
Vol 3 (4) ◽  
pp. 710-731
Author(s):  
Tezcan Kartal ◽  
Irem Dilek
Keyword(s):  
Treatment Group ◽  
Science Teaching ◽  
Science Teachers ◽  
Elementary Science ◽  
Teaching Efficacy ◽  
Efficacy Beliefs ◽  
Student Outcome ◽  
Control Group ◽  
Elementary Science Teachers ◽  
Science Teaching Efficacy

Science teaching efficacy belief (STEB) is of paramount importance as it motivates teachers to teach science or hinders them from teaching science. Pre-service 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.

scholarly journals ENHANCING PERFORMANCE AND ATTITUDES TOWARDS INSTRUCTIONAL PLANNING AMONG HIGHER DIPLOMA SCIENCE TEACHERS USING COGNITIVE APPRENTICESHIP MODE

2019 ◽  
Vol 3 (20) ◽  
Author(s):  
Suzan Mahmoud Abu-Hudra
Keyword(s):  
Preservice Teachers ◽  
Science Teaching ◽  
Science Teachers ◽  
Teaching Strategies ◽  
Teaching Efficacy ◽  
Cognitive Apprenticeship ◽  
Efficacy Beliefs ◽  
Science Teaching Efficacy ◽  
The Impact ◽  
Personal Science Teaching Efficacy

The focus of the expert interaction in a cognitive apprenticeship is on developing cognitive skills of reflection through discourse and application of knowledge. The propose of this study explanatory a method for enhancing the effectiveness of cognitive apprenticeship theory for improving personal science teaching efficacy beliefs of higher diploma preservice teachers. The research is based on the study of the impact of cognitive apprenticeship in studying science materials. The study involved 22 teachers (20-30 years) enrolled in 14-week Science teaching strategies course in the high general diploma in Science and Humanities College-Jubail, Imam Abdulrahman Bin Faisal University, Saudi Arabia. The instrument contained 23 items and divided into two sub-scales: 13 items measuring personal science teaching efficacy PSTE and 10 items measuring science teaching outcome efficacy STOE. The quantitative findings showed a continuous statistically significant linear increase between before and after course measures of PSTE. However, a slight decrease in their PSTE was observed in the final post-course measure that is a commonly observed long-term effect after many educational interventions. A t-test determined that the decline was not statistically significant, indicating that teaching internship had no significant effect on the preservice teachers' science teaching efficacy beliefs. The study provides a significant evidence to suggest that the preservice teachers perceived that their learning experience in the Science teaching strategies course by cognitive apprenticeship methods was unique when compared to before teaching methods courses taken.    

Psychometric Characteristics of the Science Teaching Efficacy Belief Inventory in South Africa

2003 ◽  
Vol 92 (1) ◽  
pp. 325-332 ◽  
Author(s):  
Andile Mji ◽  
Agnes M. Kiviet
Keyword(s):  
South Africa ◽  
Principal Components Analysis ◽  
Science Teaching ◽  
Science Teachers ◽  
Principal Components ◽  
Teaching Efficacy ◽  
Factor Solution ◽  
Efficacy Belief ◽  
Components Analysis ◽  
Science Teaching Efficacy

The psychometric properties of the Science Teaching Efficacy Belief Inventory are reported, based on responses of 200 (88 men and 112 women) elementary science teachers in the Eastern Cape, South Africa. Previous factor analytic studies of this inventory have identified a two-factor solution but this has not been investigated in a South African context. The reliability estimated as internal consistency (Cronbach alpha) was .87. Principal components analysis with varimax rotation indicated a two-factor solution accounting for 38.1% of variance, with Cronbach alphas of .92 and .73 for the Personal Science Teaching Efficacy Belief subscale (Factor 1) and the Science Teaching Outcome Expectancy subscale (Factor 2), respectively. Principal components analysis of the Science Teaching Efficacy Belief Inventory yielded two conceptually meaningful components, similar to those reported in literature. Although one item did not meet the conditions for acceptance, this inventory may be useful in understanding science teachers' efficacy beliefs in South Africa. These particular findings are preliminary but hopeful Studies using confirmatory analysis to address the cross-national invariance of this inventory are needed.

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