Literaturnachweis - Detailanzeige
| Autor/inn/en | Richardson, Greer M.; Byrne, Laurel L.; Liang, Ling L. |
|---|---|
| Titel | Making Learning Visible: Developing Preservice Teachers' Pedagogical Content Knowledge and Teaching Efficacy Beliefs in Environmental Education |
| Quelle | In: Applied Environmental Education and Communication, 17 (2018) 1, S.41-56 (16 Seiten)Infoseite zur Zeitschrift
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| Sprache | englisch |
| Dokumenttyp | gedruckt; online; Zeitschriftenaufsatz |
| ISSN | 1533-015X |
| DOI | 10.1080/1533015X.2017.1348274 |
| Schlagwörter | Preservice Teachers; Pedagogical Content Knowledge; Beliefs; Self Efficacy; Environmental Education; Statistical Analysis; Communities of Practice; Teacher Education Programs; Methods Courses; Inquiry; Mixed Methods Research; Case Studies; Intervention |
| Abstract | Recognizing that teaching efficacy beliefs influence pedagogical content knowledge, this study assesses the impact of a general methods course on preservice teachers' efficacy beliefs and instructional planning of environmental education content. The course used explicit and visible strategies to support pedagogical and content knowledge development. Repeated measures Analysis of Variances on the Environmental Education Self-Efficacy subscales, Personal Environmental Teaching Efficacy and Environmental Teaching Outcome Expectancy, revealed statistically significant pre-post improvements. Unit analysis noted preservice teachers' varied use of components of Park and Oliver's pedagogical content knowledge framework for science teaching. The impacts communities of practice have on preservice teacher development are discussed. (As Provided). |
| Anmerkungen | Routledge. Available from: Taylor & Francis, Ltd. 530 Walnut Street Suite 850, Philadelphia, PA 19106. Tel: 800-354-1420; Tel: 215-625-8900; Fax: 215-207-0050; Web site: http://www.tandf.co.uk/journals |
| Erfasst von | ERIC (Education Resources Information Center), Washington, DC |
| Update | 2020/1/01 |
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