scholarly journals Preservice elementary teachers' perceptions of their understanding of scientific inquiry-based pedagogy and their confidence to teach science : influence of elementary science education methods course and science field experience

2007 ◽  
Author(s):  
Tina Varma
Keyword(s):  
Science Education ◽  
Elementary Teachers ◽  
Scientific Inquiry ◽  
Elementary Science ◽  
Field Experience ◽  
Elementary Science Education ◽  
Preservice Elementary Teachers ◽  
Methods Course ◽  
Science Field ◽  
Teachers Perceptions

scholarly journals ASSESSMENT OF PRE-SERVICE PRIMARY TEACHERS’ PEDAGOGICAL KNOWLEDGE IN ELEMENTARY SCIENCE: EFFECTS FROM SCIENCE EDUCATION TRAINING

2018 ◽  
Vol 15 (29) ◽  
pp. 171-183
Author(s):  
J. J. VERDUGO-PERONA ◽  
J. J. SOLAZ-PORTOLÉS ◽  
V. SANJOSÉ
Keyword(s):  
Science Education ◽  
Elementary Teachers ◽  
Content Knowledge ◽  
Elementary Science ◽  
Management Strategies ◽  
Primary Teachers ◽  
Pedagogical Knowledge ◽  
Preservice Elementary Teachers ◽  
Pedagogical Content ◽  
Validated Instrument

Pedagogical knowledge (PK) can be understood as the set of educational analysis and instructional technics; and also, management strategies that primary teachers use to teach. For its assessment, a previously validated instrument to assess Pedagogical Content Knowledge, called CoRe, was used and a set of specific indicators (rubrics) were defined combining experts’ criteria and data analysis from an exploratory studio with preservice elementary teachers. Results showed the sufficiency of these rubrics to account for the variability of participants’ answers. Those indicators were used to analyze effects on PK from the instruction in general versus specific didactic in science. Results show an important contribution from specific didactic in science on preservice elementary teachers’ PK.

Elementary science education

1949 ◽  
Vol 33 (4) ◽  
pp. 280-282 ◽  
Author(s):  
Anna M. Gemmill
Keyword(s):  
Science Education ◽  
Elementary Science ◽  
Elementary Science Education

Preservice Elementary Teachers and Music in the Elementary Classroom

2021 ◽  
pp. 875512332110525
Author(s):  
Jennifer Potter
Keyword(s):  
Preservice Teachers ◽  
Elementary Teachers ◽  
Elementary Classroom ◽  
Preservice Elementary Teachers ◽  
Music Teaching ◽  
Teachers Perceptions ◽  
Music Integration ◽  
Elementary Preservice Teachers ◽  
Online Music ◽  
N 93

The purpose of this pretest-posttest study was to investigate elementary preservice teachers’ perceptions of and level of comfort with music in the elementary classroom after enrolling in an online music integration course. Participants were preservice elementary teachers ( N = 93) enrolled in three sections of an online music integration course at a large university in Southern California. Results showed significant differences in participants’ agreement with aspects of music teaching, comfort with music, and music integration. Findings also indicated significant differences in participants’ rankings of musical outcomes in an elementary setting. There were no significant differences found among participants’ ranking of music and other subjects in the elementary classroom.

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