THE EFFECT OF MICROTEACHING ON THE TEACHING SKILLS OF PRE-SERVICE SCIENCE TEACHERS

This study was carried out on 97 participants using a mixed research design, in order to determine the effect of microteaching on the teaching skills of pre-service science teachers and to ascertain the opinions of pre-service teachers about the positive and negative effects of microteaching. Analysis of the data revealed that microteaching has a significant effect on teaching skills, and this effect can be seen under the areas of carrying out an introduction lesson, classroom management, time management and planning, effective communication and concluding the lesson, as well as issues which can be described as being related to self-confidence. In the qualitative section of the study, analysis of the data obtained from written responses and individual interviews with pre-service teachers about the positive and the negative effects of microteaching support the quantitative findings. Key words: microteaching, pre-service science teachers, teaching skills.

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Which Technologies Do Pre-Service Teachers Prefer to Use While Presenting Their Teaching Skills and for What Purposes Do They Use These Technologies?

Higher Education Studies ◽

10.5539/hes.v7n3p103 ◽

2017 ◽

Vol 7 (3) ◽

pp. 103

Author(s):

Fatma Sasmaz Oren

Keyword(s):

Science Teachers ◽

Research Data ◽

Service Science ◽

Teaching Skills ◽

Structured Interviews ◽

Science Courses ◽

Use Of Technology ◽

The Subject

This research aims to determine the technologies that pre-service science teachers prefer to use in micro teaching presentations performed for improving their teaching skills and to determine the purposes of using these technologies. For this purpose, the case study model was used in the research. The research was made with some 48 pre-service science teachers. In the research, data was collected from the presentation files the pre-service science teachers had prepared with respect to the microteaching applications, from the instructor’s observation notes on their presentations, from the view form and from the semi-structured interviews. According to the findings obtained from the research, the pre-service science teachers used computers, projection apparatuses, overhead projectors, videos, animations, simulations and microscopes the most in the microteaching applications. The pre-service science teacher’s expressed that they used technology primarily for reasons such as enhancing the comprehensibility of the subject, concretizing abstract subjects, ensuring visuality and saving time. Considering these results, some recommendations were made regarding the use of technology in science courses.

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Examining Factors Facilitating Career-Changing Teachers’ Adaptation to Change and the Challenges They Encounter

The Qualitative Report ◽

10.46743/2160-3715/2020.3766 ◽

2020 ◽

Author(s):

Abdullah ÇETİN ◽

Fatma SADIK

Keyword(s):

Classroom Management ◽

Science Teachers ◽

School Environment ◽

School Administrators ◽

Guidance Counselors ◽

National Education ◽

Self Confidence ◽

Close Relatives ◽

Teaching Programs ◽

Present Case Study

The present case study was designed to examine factors that facilitate the adaptation process of science teachers who were appointed or transferred to state schools, the challenges they encountered, and how they coped with these challenges. It was carried out with the participation of six science teachers (three males, three females) working at state middle schools in Turkey. The data were gathered through interviews with the teachers and analyzed through content analysis using the NVivo program. The research results reveal that the prominent factors that facilitate teachers’ adaptation to school environments are their professional love, interest in students, effective communication, self-confidence, and empathy. It is also revealed that they encounter challenges with regard to teaching processes and teaching programs (e.g., incompetence in using instructional methods and techniques within the framework of the constructivist approach), the legislation/regulations by the Ministry of National Education (MoNE; e.g., extensive paperwork), school environment (e.g., physical inadequacies of the school), and discipline (e.g., establishing and maintaining classroom management). Finally, the findings indicate that teachers endeavor to overcome these challenges through cooperation with school administrators, colleagues, guidance counselors, and close relatives, and by accessing the needed information on the Internet (e.g., downloading annual and weekly plans).

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Pre-Service Science Teachers’ Perceptions of Their Pedagogical Knowledge and Pedagogical Content Knowledge

International Journal of Research in Education and Science ◽

10.46328/ijres.2451 ◽

2021 ◽

Vol 7 (4) ◽

pp. 1263-1280

Author(s):

Fulden Guler-Nalbantoglu ◽

Meral Aksu

Keyword(s):

Classroom Management ◽

Pedagogical Content Knowledge ◽

Content Knowledge ◽

Science Teachers ◽

Science Curriculum ◽

Pedagogical Knowledge ◽

Service Science ◽

Pedagogical Content ◽

Teachers Perceptions ◽

High Level

The purpose of the present study was to investigate pre-service science teachers’ perceptions of science teaching. To this end the participants’ perceptions of their pedagogical knowledge (PK) and pedagogical content knowledge (PCK) were examined. Furthermore, it was aimed to investigate how pre-service science teachers’ perceptions were differed according to their level of achievement regarding PK and PCK. 176 fourth year pre-service science teachers participated in the study. The design of the study was planned as a survey and three scales were given to the participants to collect data. The data obtained from the scales were analyzed using both descriptive and inferential statistics. The results of the study revealed that pre-service science teachers perceived themselves as competent in terms of both PK and PCK. When components of PK were examined, participants’ perceptions were high regarding classroom management, learners and learning, lesson planning and assessment. With respect to components of PCK, participants perceived that they had high level knowledge of science instructional strategies, knowledge of science learners, knowledge of science misconceptions, knowledge of science curriculum and knowledge of science assessment. Moreover, it was observed that level of achievement did not show any differences on pre-service science teachers’ perceptions of PK and PCK.

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The Influence of Micro-Teaching in Enhancing Teaching Competences of Pre-Service Teachers: A Case of Saint Augustine University of Tanzania

EAST AFRICAN JOURNAL OF EDUCATION AND SOCIAL SCIENCES ◽

10.46606/eajess2021v02i01.0061 ◽

2021 ◽

Vol 2 (Issue 1 (January to March 2021)) ◽

pp. 11-22

Author(s):

Anathe R. Kimaro1 ◽

Michaela Mhagama ◽

Daniel Onyango

Keyword(s):

Classroom Management ◽

Time Management ◽

Teacher Educators ◽

Teaching Practice ◽

Lesson Plan ◽

Saint Augustine ◽

Teaching Skills ◽

Research Approach ◽

Teaching Competencies ◽

Instructional Process

The study examined the influence of micro-teaching in enhancing teaching competencies of pre-service teachers at Saint Augustine University of Tanzania. The objectives of the study were to: assess teaching skills pre-service teachers acquired during micro-teaching practices, asses the perception of pre-service teachers on the contributions of micro-teaching in improving their teaching skills and examine the efficacy of micro teaching in enhancing teaching competencies among pre-service teachers. The study used mixed research approach. A sample size of 140 pre-service teachers was used to generate data through questionnaire and Focus Group Discussions (FGDs). The study findings revealed that micro teaching provides an opportunity for pre-service teachers to gain basic teaching skills such as scheme of work preparation, lesson plan preparation, classroom management and motivation strategies as well as time management skills. It was also found that pre-service teachers gained some experience during micro teaching which helped them to gain insights on instructional process that may help them during the actual teaching practice. Conclusively, micro teaching is an excellent way of improving teaching competencies of pre-service teachers. It is therefore recommended that teacher educators in higher learning institutions should plan and implement micro-teaching as part of teacher training in order to improve pre-service teachers’ teaching competencies.

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RESEARCH ON THE PSEUDO-SCIENTIFIC BELIEFS OF PRE-SERVICE SCIENCE TEACHERS: A SAMPLE FROM ASTRONOMY-ASTROLOGY

Journal of Baltic Science Education ◽

10.33225/jbse/14.13.381 ◽

2014 ◽

Vol 13 (3) ◽

pp. 381-393

Author(s):

Aysun Oztuna Kaplan

Keyword(s):

Preservice Teachers ◽

Science Teachers ◽

Group Discussion ◽

Phenomenological Approach ◽

Study Data ◽

Service Science ◽

Individual Interviews ◽

Preservice Science Teachers ◽

Open Coding ◽

Question Form

The purpose of this study was to determine perceptions embraced by preservice science teachers on astrology, which is defined as a pseudo-science. It also aimed to reflect their abilities to distinguish between science and pseudo-science through the examples of astronomy – astrology. Twenty-nine grade 4 preservice teachers studying Science Education participated in the study. Among the qualitative research patterns, the phenomenological approach was used for the study. Data were collected through an open-ended question form, group discussion records, and research assignments, while individual interviews were conducted where necessary. Open coding was used for the evaluation of the data, and the validity of the study was obtained through verifications of preservice teachers on themes and theories during the interviews. The findings of the study showed that a vast majority of preservice teachers perceived astrology as a field of science or a subfield of astronomy. Quite a few preservice teachers expressed that astrology was a nonscientific field and that knowledge obtained through astrology could not be considered as scientific knowledge. Key words: astrology, astronomy, pre-service science teachers, pseudo-science, science.

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Pre-Service Science Teachers’ Teaching Self-Efficacy in Relation to Personality Traits and Academic Self-Regulation

The Spanish Journal of Psychology ◽

10.1017/sjp.2013.22 ◽

2013 ◽

Vol 16 ◽

Cited By ~ 8

Author(s):

Burcu Senler ◽

Semra Sungur-Vural

Keyword(s):

Classroom Management ◽

Personality Traits ◽

Science Teachers ◽

Self Efficacy ◽

Self Regulation ◽

Service Science ◽

Sense Of Efficacy ◽

Neo Five Factor Inventory ◽

Approach Goals ◽

The Relationship

AbstractThe aim of this study is to examine the relationship among pre-service science teachers’ personality traits, academic self-regulation and teaching self-efficacy by proposing and testing a conceptual model. For the specified purpose, 1794 pre-service science teachers participated in the study. The Teachers’ Sense of Efficacy Scale, the NEO Five-Factor Inventory, and the Motivated Strategies for Learning Questionnaire were administered to assess pre-service science teachers’ teaching self-efficacy, personality, and academic self-regulation respectively. Results showed that agreeableness, neuroticism, performance approach goals, and use of metacognitive strategies are positively linked to different dimensions of teaching self-efficacy, namely self-efficacy for student engagement, instructional strategies, and classroom management. In general, while agreeableness and neuroticism were found to be positively associated with different facets of self-regulation and teaching self-efficacy, openness was found to be negatively linked to these adaptive outcomes.

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The influence of time management behaviours before starting general physics laboratory-I experiments on academic achievement in the course

Cypriot Journal of Educational Sciences ◽

10.18844/cjes.v14i3.4133 ◽

2019 ◽

Vol 14 (3) ◽

pp. 457-470 ◽

Cited By ~ 1

Author(s):

Mustafa Erdemir ◽

Hurmus Tomar

Keyword(s):

Academic Achievement ◽

Science Teachers ◽

Time Management ◽

Service Science ◽

Achievement Level ◽

General Physics ◽

Domain Experts ◽

Physics Laboratory ◽

Management Behaviour ◽

Reading Experiment

The purpose of this study is to determine the time management behaviours before starting experiments in the laboratory environment and to find out whether such behaviours are influential on academic achievement in the laboratory course. Nine pre-service science teachers were observed for 9–11 minutes per week before starting experiments for 6 weeks. The findings were obtained through analysis of observation records and the time management behaviours before starting experiments by two domain experts. The pre-service teachers reading experiment leaflets prior to experiments were found to have a higher academic achievement level compared to those not reading them. In addition, a positive relationship was identified between academic achievement and the time management behaviour involving having textbooks, lecture notes and other sources about subjects present before experiments. Getting tools and materials before experiments, organising experiment desks, cooperation with groupmates and having experiment leaflets present were also found to influence academic achievement. Keywords: Time management, academic achievement, general physics laboratory-I, pre-service science teachers.

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DIFFERENTIATION IN SAUDI PRE-SERVICE SCIENCE TEACHER PROGRAM

Journal of Baltic Science Education ◽

10.33225/jbse/18.17.428 ◽

2018 ◽

Vol 17 (3) ◽

pp. 428-445

Author(s):

Amani K. Hamdan Alghamdi ◽

Saiqa Azam

Keyword(s):

Science Teachers ◽

Likert Scale ◽

Service Science ◽

Individual Student ◽

Teaching Skills ◽

Mixed Method Research ◽

Planning Stage ◽

Saudi Students ◽

Significant Difference ◽

Differentiated Teaching

Saudi students’ science academic performance has declined as evidenced by (TIMSS). Saudi science teachers are characterized as using the lecture format without considering individual student differences and failing to provide differentiated Method (DM). This paper reports on an effort to help female Saudi pre-service science teachers (PSST) develop DI knowledge and skills, striving to discern how they understood and practiced differentiation during their field experience after completing a specially-designed DM-focused university course. A mixed method research design followed a sequential, connected approach wherein quantitative data were collected through classroom observations (N=47) using a Likert scale observation instrument followed by qualitative interviews (n=11). The pre and post averages of differentiated teaching skills in the DM planning stage were statistically significant (p=.0001). The PSSTs moved from very small to moderate mastery on virtually all 10 planning items, from 1.75 to 2.99 on a five-point Likert scale. The DM implementation stage (20 items) also reflected a statistically significant difference with scores moving from 1.68 to 3.01 (moderate mastery). Interview qualitative data confirmed and elucidated the quantitative results. The course was deemed effective in developing PSSTs’ differentiated teaching skills (statistically significant, p=.01). Teaching PSSTs about DM should improve Saudi students’ science academic achievement. Keywords: differentiation, pre-service science teachers, teacher education, Saudi Arabia, TIMSS.

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