Confronting assumptions, biases, and stereotypes in preservice teachers' conceptualizations of science teaching through the use of book club

2009 ◽  
Vol 46 (9) ◽  
pp. 1041-1066 ◽  
Author(s):  
Felicia Moore Mensah
Keyword(s):  
Preservice Teachers ◽  
Science Teaching ◽  
Book Club

Providing a Set of Research-Based Practices to Support Preservice Teachers’ Long-Term Professional Development as Learners of Science Teaching

2013 ◽  
Vol 97 (6) ◽  
pp. 903-935 ◽  
Author(s):  
SEVGI AYDIN ◽  
BETUL DEMIRDOGEN ◽  
AYSEGUL TARKIN ◽  
SELCAN KUTUCU ◽  
BETUL EKIZ ◽  
...  
Keyword(s):  
Professional Development ◽  
Preservice Teachers ◽  
Science Teaching ◽  
Research Based Practices

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.    

scholarly journals Field Experiences, Mentoring, and Preservice Early Childhood Teachers’ Science Teaching Self-Efficacy Beliefs

2021 ◽  
pp. 518-534
Author(s):  
Ahmet Simsar ◽  
Ithel Jones
Keyword(s):  
Preservice Teachers ◽  
Early Childhood ◽  
Science Teaching ◽  
Self Efficacy ◽  
Teaching Practices ◽  
Quantitative Research ◽  
Teacher Education Program ◽  
Early Childhood Teachers ◽  
Efficacy Beliefs ◽  
Mentor Teachers

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.

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