scholarly journals Change and Relationships in Elementary Preservice Teachers’ Mathematics Pedagogical Beliefs, Teaching Efficacy Beliefs, and Content Knowledge

2007 ◽  
Vol 1 (1) ◽  
Author(s):  
Susan L. Swars ◽  
Lynn Hart ◽  
Stephanie Smith ◽  
Marvin Smith
Keyword(s):  
Preservice Teachers ◽  
Content Knowledge ◽  
Teaching Efficacy ◽  
Efficacy Beliefs ◽  
Pedagogical Beliefs ◽  
Elementary Preservice Teachers

scholarly journals Knowledge, Monitoring, and Beliefs: A Comparative Analysis among Preservice Teachers from Three Different STEM-focused Programs

2017 ◽  
Vol 1 (2) ◽  
pp. 19-27
Author(s):  
Margareta Maria Thomson ◽  
John L. Nietfeld
Keyword(s):  
Preservice Teachers ◽  
Science Education ◽  
Elementary Education ◽  
Content Knowledge ◽  
Belief System ◽  
Teaching Efficacy ◽  
Efficacy Beliefs ◽  
Science Content ◽  
Science Content Knowledge ◽  
And Mathematics

In the current study, we investigated how preservice teachers (N = 242) from three different teacher-training programs with a STEM focus, namely the Elementary Education (ELM), Science Education, and Mathematics Education, compare with respect to science content knowledge, metacognitive monitoring, and their belief system. Findings revealed that the ELM preservice teachers reported higher levels of science reformed beliefs (e.g., constructivist instruction), but low science content knowledge and teaching efficacy beliefs. Alternatively, Science Education students exhibited the highest levels of content knowledge, accurate monitoring, and higher teaching efficacy beliefs. Implications for teacher education programs with a STEM training focus are discussed.

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.    

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