Change in Elementary School Teacher's Attitude toward Teaching Science Following a Pairing Program

Autor/inn/en	Marec, Claude-Émilie; Tessier, Christian; Langlois, Simon; Potvin, Patrice
Titel	Change in Elementary School Teacher's Attitude toward Teaching Science Following a Pairing Program
Quelle	In: Journal of Science Teacher Education, 32 (2021) 5, S.500-517 (18 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Zusatzinformation	ORCID (Langlois, Simon) ORCID (Potvin, Patrice)
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1046-560X
DOI	10.1080/1046560X.2020.1856540
Schlagwörter	Attitude Change; Elementary School Teachers; Teacher Attitudes; Science Instruction; Intervention; Teaching Methods; Training Methods; Self Efficacy; Foreign Countries; Teacher Behavior; Intention; Canada + Suchen Sie Ihr Suchwort? Attitudinal change; Einstellungsänderung; Elementary school; Teacher; Teachers; Grundschule; Volksschule; Lehrer; Lehrerin; Lehrende; Lehrerverhalten; Teaching of science; Science education; Natural sciences Lessons; Naturwissenschaftlicher Unterricht; Teaching method; Lehrmethode; Unterrichtsmethode; Didaktik; Trainingsmaßnahme; Self-efficacy; Selbstwirksamkeit; Ausland; Teacher behaviour; Kanada
Abstract	This article focuses on the attitude of practicing teachers toward teaching science and technology (S&T). It reports the results of a study conducted with 110 late-elementary school teachers in order to assess their attitude at the end of a particular training intervention. The intervention was based on pairing teachers with pre-university science students (aged 17-19). In the experimental group, all 42 teachers were accompanied by a pre-university student in their classroom to conduct activities on topics included in the intervention. We used a mixed-method approach, combining pretest, posttest, and interviews. The interaction effect of factorial ANOVAs was significant for the subconstructs of self-efficacy, context-dependency, and behavioral intention to teach specific S&T concepts. The interviews suggest that the presence of pre-university students in the classroom had a beneficial effect on teachers' attitude. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01