Developing Pre-Service Elementary Science Teachers’ Science Teaching Efficacy Beliefs Through Microteaching by Promoting Efficacy Sources
Yazarlar (2)
Prof. Dr. Tezcan KARTAL
Kırşehir Ahi Evran Üniversitesi, Türkiye
İrem Dilek
| Makale Türü |
Özgün Makale
(Diğer hakemli uluslarası dergilerde yayınlanan tam makale)
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| Dergi Adı | International Journal on Social and Education Sciences | ||
| Dergi ISSN | 2688-7061 | ||
| Dergi Tarandığı Indeksler | Journals Indexed in Eric | ||
| Makale Dili | İngilizce | Basım Tarihi | 10-2021 |
| Cilt / Sayı / Sayfa | 3 / 4 / 710–731 | DOI | 10.46328/ijonses.124 |
| Makale Linki | http://dx.doi.org/10.46328/ijonses.124 | ||
| Özet |
| Science teaching efficacy belief (STEB) is of paramount importance as it motivates teachers to teach science or hinders them from teaching science. Preservice teachers' efficacy beliefs may change during their method courses. Knowing how pre-service teachers' beliefs change over time can significantly contribute to teacher educators to improve teacher efficacy. This study examined the effect of microteaching on pre-service elementary science teachers' STEB. Pretest-posttest control group design was utilized. Data was collected using the Science Teaching Efficacy Beliefs Instrument (STEBI-B) developed by Enochs and Riggs (1990) both at the beginning and end of the study. The treatment group planned and taught mini-lessons. The lessons were videotaped and evaluated in detail by watching the videotapes. The microteachers replanned and retaught the mini-lessons based on the feedback. The microteaching practices were conducted to support efficacy sources. The control group only planned |
| Anahtar Kelimeler |
BM Sürdürülebilir Kalkınma Amaçları
| Atıf Sayıları | |
| Google Scholar | 15 |