scholarly journals Effect of teacher education program on science process skills of pre-service science teachers

2014 ◽  
Vol 9 (1) ◽  
pp. 17-23 ◽  
Author(s):  
YAKAR Zeha
Keyword(s):  
Teacher Education ◽  
Science Teachers ◽  
Education Program ◽  
Teacher Education Program ◽  
Service Science ◽  
Process Skills ◽  
Science Process Skills

scholarly journals EXAMINATION OF PRE-SERVICE SCIENCE TEACHERS’ UNDERSTANDING LEVELS OF KEPLER’S LAWS WITH RANKING TASK QUESTIONS

2014 ◽  
Vol 13 (2) ◽  
pp. 276-288
Author(s):  
Derya Çobanoğlu Aktan ◽  
Emrah Oğuzhan Dinçer
Keyword(s):  
Teacher Education ◽  
Science Teachers ◽  
Education Program ◽  
Teacher Education Program ◽  
Service Science ◽  
Alternative Conceptions ◽  
Kepler's Laws ◽  
Ranking Task ◽  
Ranking Tasks ◽  
Kepler’S Laws

The purpose of this study was to investigate pre-service science teachers’ understanding levels of Kepler’s second and third laws. The participants of the study were 38 pre-service science teachers who attended introductory astronomy class in their teacher education program. The participants’ understandings of Kepler’s laws were examined by their answers to ranking tasks, which required participants to rank the situations given in the question, and then to explain the reasons behind their answers. The findings showed that the participants’ understanding levels ranged from partial understanding with alternative conceptions to sound understanding. Moreover the number of the participants with partial understanding with alternative conceptions exceeded the participants with sound understanding. The participants’ explanations to ranking tasks also indicated that although participants knew the classic statements of Kepler’s laws, they had also alternative conceptions. Five different alternative conceptions were identified from the participants’ explanations. Two of them have not been reported in previous studies. Key words: Kepler’s laws, pre-service science teachers, ranking tasks, understanding levels.

scholarly journals Pre-Service Science Teachers’ Assessment of Supported Teaching in School

2021 ◽  
Vol 17 (32) ◽  
pp. 257
Author(s):  
Isaac Sonful Coffie ◽  
Nutifafa Godson Doe ◽  
Jonah Addai Tabi
Keyword(s):  
Teacher Education ◽  
Focus Group ◽  
Data Collection ◽  
Science Teachers ◽  
Education Program ◽  
Teacher Education Program ◽  
Teaching Profession ◽  
Service Science ◽  
Documentary Analysis ◽  
The Impact

Ghana is currently running a new teacher education program for the training of teachers at the pre-tertiary level. At the heart of the new national teacher education program is Supported Teaching in School (STS), the practical school-based component of the teacher education program embedded throughout the whole 4-years. The purpose of this study was to assess the impact of STS in pre-service teacher preparation and identify any possible challenges associated with the program. The study adopted qualitative a case study design, with the main instruments for data collection being interviews and documentary analysis. Data collection was done through individual and focus group interviews, and documentary analysis of Student Reflective Journals. Individual interviews were conducted for six pre-service science teachers and the focus group interview was made up of four pre-service teachers using the Ishikawa or fishbone tool. From the analysis of data done using “topological analysis,” it was revealed that supported teaching in school is impacting on the pre-service preparation in; real classroom exposure giving them firsthand experience of the classroom situation; lesson planning and delivery; teacher professionalism as the pre-service teachers now exposed to traits of the teaching profession and qualities of a good teacher; and classroom management for effective lesson delivery. Particular challenges such as mentor-mentee relationship, lack of proper planning, and insufficient time for observation were identified to militate against the program. It is recommended that, appropriate training and incentives should be given to the mentors to prepare them adequately for the program.

scholarly journals Correlation Between Pre-Service Science Teacher Laboratory Self-Efficacy And Science Process Skills In Laboratory Activities

2019 ◽  
Vol 9 (3) ◽  
Author(s):  
Yeni Widiyawati ◽  
Dwi Septiana Sari
Keyword(s):  
Science Teacher ◽  
Science Teachers ◽  
Self Efficacy ◽  
Service Science ◽  
Rank Test ◽  
Process Skills ◽  
Science Process Skills ◽  
Laboratory Activities ◽  
Key Variables ◽  
Quantitative Descriptive

<em>Laboratory self-efficacy and science process skills are the key variables that need to be measured to show it’s a correlation. These variables will determine their career as a science teacher. Pre-service science teacher must have the skills to explain the natural objects and phenomena holistically and integrative. So that, the aims of this research was to 1) reveals the laboratory self-efficacy of, 2) identify science process skills level of and 3)identify the correlation between laboratory self-efficacy and science process skills of pre-service science teacher under laboratory activities. Quantitative-descriptive, scanning models were used to collect the data. Laboratory self-efficacy scale was developed of level, strength, and generality components. Documentation and observation techniques were used to collect the science process skills data. Bandura’s theory was adopted in self-efficacy Laboratory self-efficacy scale. Mean of laboratory self-efficacy of pre-service science teachers were in moderate level while their science process skills were at a low level. Spearman Rank test showed a significant correlation between these two variables. In the other hand. Regression test showed that laboratory self-efficacy does not significantly determine the pre-service science teacher science process skills’.</em>

Teachers’ Attitude towards Teaching Following In-service Teacher Education Program in Kenya

2017 ◽  
Vol 5 (4) ◽  
pp. 93-102
Author(s):  
Justus O. Inyega ◽  
Hellen N. Inyega
Keyword(s):  
Teacher Education ◽  
Science Teachers ◽  
Education Program ◽  
Teacher Education Program ◽  
Veteran Teachers ◽  
Training Session ◽  
Sufficient Evidence ◽  
Service Program ◽  
Chemistry Teaching ◽  
Validated Questionnaire

This paper assesses the extent to which teachers’ attitude towards chemistry teaching changes following a needs-and participatory-oriented in-service teacher education program in Kenya. Thirty six (36) randomly selected veteran teachers from 36 schools who attended a ten-day in-service program in Kenya. Teachers actively participated in formulation of session objectives and training sessions that involved practical and peer-teaching sessions, and made reflections on each training session. Data were collected using validated questionnaire before start of workshop sessions and at the end of training sessions. Data were analyzed using means, standard deviations, comparison of means using two-sample t-procedures, and effect size based on Cohen’s guidelines. From the study findings, there is sufficient evidence to conclude that teachers appear to have a positive change in attitude towards: teaching objectives; teaching strategies; lesson planning; ability to overcome teaching limitations; conducting practical work; and overall teaching of chemistry following in-service program focusing on teaching enhancement. The findings have implications on curriculum for pre-service teacher preparation and in-service professional development of science teachers. The findings also have implications on teachers’ classroom practices and instructional supervision in schools.

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