Improving Science Teaching Self-Efficacy of Elementary Preservice Teachers.

Autor/inn/en	Wingfield, Mary E.; Ramsey, John
Titel	Improving Science Teaching Self-Efficacy of Elementary Preservice Teachers.
Quelle	(1999), (16 Seiten) PDF als Volltext kostenfreie Datei Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Monographie
Schlagwörter	Elementary Education; Elementary School Teachers; Faculty Development; Higher Education; Science Instruction; Self Efficacy; Student Teachers; Teacher Education + Suchen Sie Ihr Suchwort? Elementarunterricht; Elementary school; Teacher; Teachers; Grundschule; Volksschule; Lehrer; Lehrerin; Lehrende; Hochschulbildung; Hochschulsystem; Hochschulwesen; Teaching of science; Science education; Natural sciences Lessons; Naturwissenschaftlicher Unterricht; Self-efficacy; Selbstwirksamkeit; Lehramtsstudent; Lehramtsstudentin; Referendar; Referendarin; Lehrerausbildung; Lehrerbildung
Abstract	This paper questions the claim that the site-based approach can produce more effective beginning teachers, the ones capable of identifying and solving problems through multiple effective and appropriate approaches, and discusses the reasons that support this claim. The study uses the Science Teaching Efficacy Belief Instrument (STEBI-B) to measure preservice teachers' beliefs about science teaching. Quantitative data collected through interviews and questionnaires for 10 experience clusters include methods class assignments, methods text, methods class instruction, methods class instructor, feedback from the site-based teacher, feedback from the cluster coordinator, teaching experience in a methods class, teaching experience in an assigned classroom, and other experience during the semester. (Contains 26 references.) (YDS)
Erfasst von	ERIC (Education Resources Information Center), Washington, DC