Pre-service Teachers’ Science Teaching Self-efficacy Beliefs: The Influence of a Collaborative Peer Microteaching Program
| Autor: | Ayhan Çinici |
|---|---|
| Rok vydání: | 2016 |
| Předmět: |
060201 languages & linguistics
Self-efficacy Medical education Teaching method Multimethodology education 05 social sciences 050301 education Microteaching 06 humanities and the arts Science education Teacher education Education Peer mentoring 0602 languages and literature Pedagogy Structured interview Psychology 0503 education |
| Zdroj: | Mentoring & Tutoring: Partnership in Learning. 24:228-249 |
| ISSN: | 1469-9745 1361-1267 |
| DOI: | 10.1080/13611267.2016.1222812 |
| Popis: | The aim of my study was to explore the nature of changes in pre-service science teachers’ (PSTs’) self-efficacy beliefs toward science teaching through a mixed-methods approach. Thirty-six participants enrolled in a science methods course that included a collaborative peer microteaching (Cope-M). Participants’ science teaching self-efficacy beliefs were measured using paired t-test procedures on Science Teaching Efficacy Beliefs Instrument-B before and after the course. Additionally, structured interviews were conducted with six PSTs. After the Cope-M process, participants continued their education in two subsequent terms, spending time observing professional teaching practices and being involved in science teaching practice in a local middle school. Finally, besides administering the self-efficacy scale again, a questionnaire regarding final perceptions of science teaching and microteaching was administered. Results suggested microteaching sessions provided a supportive and rich environment to develop co... |
| Databáze: | OpenAIRE |
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