scholarly journals The interrelationship of science experiences, beliefs, attitudes, and self-efficacy: A case study of a pre-service teacher with positive science attitude and high science teaching self-efficacy

2013 ◽  
Vol 1 (3) ◽  
pp. 106-124
Author(s):  
Mahsa Kazempour
Keyword(s):  
Science Teaching ◽  
Self Efficacy ◽  
Science Attitude ◽  
Positive Science ◽  
Pre Service Teacher

scholarly journals The Interrelationship of Science Experiences, Beliefs, Attitudes, and Self-Efficacy: A Case Study of a Pre-Service Teacher with Positive Science Attitude and High Science Teaching Self-Efficacy

2014 ◽  
Vol 8 (1) ◽  
pp. 51-64
Author(s):  
Mahsa Kazempour
Keyword(s):  
Science Teaching ◽  
Self Efficacy ◽  
Teaching Beliefs ◽  
Interest In Science ◽  
Science Attitude ◽  
Before And After ◽  
K 12 ◽  
The Relationship ◽  
Pre Service Teacher

This qualitative case study aimed to focus on the experiences and subsequent science and science teaching beliefs, attitudes, and self-efficacy of an elementary pre-service teacher, Heather, with extremely positive attitude and high self-efficacy. For this particular population of pre-service teachers, possessing a high science teaching self-efficacy alone is not sufficient to assume reform-based beliefs and teaching practices. This study was unique in that it concurrently explored the relationship between attitude, beliefs, and self-efficacy before and after the course. Initially, Heather’s attitude and self-efficacy with respect to science and science teaching were closely interrelated and a product of her own intrinsic interest in science and her unique K-12 experiences. Her beliefs appeared to have been shaped by both her actual science experiences and what she had witnessed in the classrooms. Heather’s course experiences shaped her post beliefs about science and science teaching, which consequently altered her attitude and confidence.

Science teaching self-efficacy in a primary school: A case study

1995 ◽  
Vol 25 (4) ◽  
pp. 453-464 ◽  
Author(s):  
Jenny de Laat ◽  
James J. Watters
Keyword(s):  
Primary School ◽  
Science Teaching ◽  
Self Efficacy

Collaborative Curriculum Design to Increase Science Teaching Self-Efficacy: A Case Study

2014 ◽  
Vol 108 (3) ◽  
pp. 217-225 ◽  
Author(s):  
Chantal Velthuis ◽  
Petra Fisser ◽  
Jules Pieters
Keyword(s):  
Science Teaching ◽  
Curriculum Design ◽  
Self Efficacy

THE ANALYSIS OF PROBLEM BASED LEARNING (PBL) IN MICRO TEACHING COURSE TO FIT THE REQUIREMENT OF EFFECTIVE PRE-SERVICE TEACHERS

2019 ◽  
Vol 7 (2) ◽  
pp. 119
Author(s):  
Linda Linda ◽  
Apandi
Keyword(s):  
Qualitative Method ◽  
Teaching Practice ◽  
Problem Based Learning ◽  
Real Field ◽  
English Department ◽  
Effective Teacher ◽  
Existing Problems ◽  
Apply Problem ◽  
Pre Service Teacher

One of phenomena that occur in the educational world is the issue of discrepancies that occur between theory the pre-service teacher learned in college with implementation when they should teach in thereal fields (schools). Problem Based Learning (PBL) becomes one of the efforts to bridge the existing problems. This research is conducted to find out the extend of Problem Based Learning (PBL) in Micro Teaching course since the course must be accomplished by students before carrying out practical activities in the real field in the school at teaching training program. The writer uses descriptive qualitative method. And in this research the writer uses case study as a research design to find out the purpose of the research. The participants of the the research are 8 students from a class of micro teaching course in English Department of Universitas Swadaya Gunung Jati. In this paper, The Students as the Pre Service Teacher(s) are coded PST(s). The writer uses observation as the instruments of the research. Theory of Miles and Huberman are used to collect data from observation. Regarding to the discussion above, the four aspects of competences of effective teacher are shown in the teaching practice done by the students of Micro teaching course that apply Problem Based Learning (PBL). The majority results of the observation explain that applying Problem Based Learning in Micro Teaching course develops pre-service teachers competence in their teaching in classroom. This research shows pre-service teachers can integrate their competences and create good performance in their teaching practice.

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