Using Illustrations to Depict Preservice Science Teachers' Self-Efficacy: A Case Study

Autor/inn/en	Greco, Robert Del; Bernadowski, Carianne; Parker, Susan
Titel	Using Illustrations to Depict Preservice Science Teachers' Self-Efficacy: A Case Study
Quelle	In: International Journal of Instruction, 11 (2018) 2, S.75-88 (14 Seiten)Infoseite zur Zeitschrift PDF als Volltext kostenfreie Datei Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1694-609X
Schlagwörter	Illustrations; Preservice Teachers; Science Teachers; Self Efficacy; Case Studies; Preservice Teacher Education; Teacher Education Programs; Qualitative Research; Active Learning; Inquiry; Student Attitudes; Constructivism (Learning); Science Instruction; Scientific Methodology; Undergraduate Students; Teaching Methods; Scientists; Freehand Drawing; Elementary School Teachers; Elementary School Science; Pennsylvania + Suchen Sie Ihr Suchwort? Bildliche Darstellung; Science; Teacher; Teachers; Science teacher; Wissenschaft; Lehrer; Lehrerin; Lehrende; Self-efficacy; Selbstwirksamkeit; Case study; Fallstudie; Case Study; Lehramtsstudiengang; Lehrerausbildung; Qualitative Forschung; Aktives Lernen; Schülerverhalten; Teaching of science; Science education; Natural sciences Lessons; Naturwissenschaftlicher Unterricht; Teaching method; Lehrmethode; Unterrichtsmethode; Scientist; Wissenschaftler; Drawing; Zeichnen; Elementary school; Grundschule; Volksschule
Abstract	This qualitative case study conducted at a small private university in the U.S. found that preservice teacher self-efficacy increased over the course of four semesters when taught inquiry-based instruction from a Social Constructivist Theoretical framework. This study utilized "A Draw a Science Teacher Test Checklist (DASTT-C)" created by Thomas, Pederson, and Finson (2001) and required students to draw themselves both at the beginning and end of the semester. Additionally, three themes were found in the reflections of the students which included: "teacher as facilitator," "students as teachers," "learning through inquiry." Based on these findings, it is clear that preservice teachers' attitudes and beliefs can be changed based on university instructional and course design. (As Provided).
Anmerkungen	International Journal of Instruction. Eskisehir Osmangazi University, Faculty of Education, Eskisehir, 26480, Turkey. e-mail: iji@ogu.edu.tr; Web site: http://www.e-iji.net
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01