Exploring Preservice Teachers' Beliefs about Effective Science Teaching through Their Collaborative Oral Reflections

Autor/inn/en	Min, Mina; Akerson, Valarie; Aydeniz, Fetiye
Titel	Exploring Preservice Teachers' Beliefs about Effective Science Teaching through Their Collaborative Oral Reflections
Quelle	In: Journal of Science Teacher Education, 31 (2020) 3, S.245-263 (19 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Zusatzinformation	ORCID (Aydeniz, Fetiye)
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1046-560X
DOI	10.1080/1046560X.2019.1690818
Schlagwörter	Preservice Teachers; Student Attitudes; Beliefs; Science Instruction; Reflection; Preservice Teacher Education; Teacher Effectiveness; Teacher Collaboration; Elementary School Teachers; Learner Engagement; Knowledge Level; Teaching Methods + Suchen Sie Ihr Suchwort? Schülerverhalten; Belief; Glaube; Teaching of science; Science education; Natural sciences Lessons; Naturwissenschaftlicher Unterricht; Lehramtsstudiengang; Lehrerausbildung; Effectiveness of teaching; Instructional effectiveness; Lehrerleistung; Unterrichtserfolg; Lehrerkooperation; Elementary school; Teacher; Teachers; Grundschule; Volksschule; Lehrer; Lehrerin; Lehrende; Wissensbasis; Teaching method; Lehrmethode; Unterrichtsmethode
Abstract	Teaching effectiveness is increasingly highlighted as an important quality in teachers, and teacher education programs have used various approaches to improve preservice teachers' teaching effectiveness. However, how preservice teachers develop their beliefs about effective science teaching and how they enact them in their field experiences have rarely been explored. To better support preservice teachers' professional growth, we investigated their beliefs about effective science teaching, by examining their discourses during collaborative oral reflection sessions in their early field experiences. We also highlighted the possibility of collaborative oral reflection as a medium for improving reflective experiences by evaluating the quality of the preservice teachers' reflections. Theoretical and practical suggestions for science teacher education and future studies are provided. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01