Investigating Preservice Teachers' Science and Mathematics Teaching Efficacy, Challenges, and Support

Autor/inn/en	Chen, Shiyi; Geesa, Rachel Louise; Izci, Burcu; Song, Hyuksoon
Titel	Investigating Preservice Teachers' Science and Mathematics Teaching Efficacy, Challenges, and Support
Quelle	In: Teacher Educator, 57 (2022) 3, S.304-324 (21 Seiten) PDF als Volltext Verfügbarkeit
Zusatzinformation	ORCID (Chen, Shiyi) ORCID (Geesa, Rachel Louise) ORCID (Izci, Burcu)
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0887-8730
DOI	10.1080/08878730.2021.2007560
Schlagwörter	Preservice Teachers; Mathematics Instruction; Science Instruction; Teaching Methods; Elementary School Teachers; Early Childhood Teachers; College Students; Self Efficacy; Self Esteem; Preservice Teacher Education; Student Teacher Attitudes + Suchen Sie Ihr Suchwort? Mathematics lessons; Mathematikunterricht; Teaching of science; Science education; Natural sciences Lessons; Naturwissenschaftlicher Unterricht; Teaching method; Lehrmethode; Unterrichtsmethode; Elementary school; Teacher; Teachers; Grundschule; Volksschule; Lehrer; Lehrerin; Lehrende; Early childhood; Early childhood education; Frühe Kindheit; Frühkindliche Bildung; Frühpädagogik; Collegestudent; Self-efficacy; Selbstwirksamkeit; Self-esteem; Selbstaufmerksamkeit; Lehramtsstudiengang; Lehrerausbildung
Abstract	In this study, we explored early childhood and elementary preservice teachers' science and mathematics teaching efficacy to elucidate pathways to improve teacher preparation programs. Quantitative survey and open-ended responses data were collected from 180 preservice teachers from four universities in the United States. Multilevel ANCOVA and regression suggested that the number of science and mathematics courses taken by preservice teachers was associated with teaching efficacy beliefs, but not with outcome expectancy. Together with evidence from open-ended responses, we argue that besides science and mathematics content courses, preservice teachers also need pedagogical knowledge, hands-on teaching experiences, specialized training opportunities (e.g., workshops), and teaching-related resources (e.g., curriculum, technology) in order to increase the confidence in their potential impacts on students' science and mathematics learning. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01