A Bridge to Developing Efficacious Science Teachers of "All" Students: Community-Based Service-Learning Supplemented with Explicit Discussions and Activities about Diversity

Autor/in	Cone, Neporcha
Titel	A Bridge to Developing Efficacious Science Teachers of "All" Students: Community-Based Service-Learning Supplemented with Explicit Discussions and Activities about Diversity
Quelle	In: Journal of Science Teacher Education, 20 (2009) 4, S.365-383 (19 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1046-560X
DOI	10.1007/s10972-009-9137-8
Schlagwörter	Preservice Teachers; Elementary School Science; Methods Courses; Self Efficacy; Science Teachers; Science Instruction; Student Diversity; Teaching Methods; Service Learning; Experiential Learning; Preservice Teacher Education; Elementary School Teachers; Pretests Posttests; Interviews; Program Effectiveness + Suchen Sie Ihr Suchwort? Methodisch-didaktische Anleitung; Self-efficacy; Selbstwirksamkeit; Science; Teacher; Teachers; Science teacher; Wissenschaft; Lehrer; Lehrerin; Lehrende; Teaching of science; Science education; Natural sciences Lessons; Naturwissenschaftlicher Unterricht; Teaching method; Lehrmethode; Unterrichtsmethode; Service-Learning; Experiental learning; Erfahrungsorientiertes Lernen; Lehramtsstudiengang; Lehrerausbildung; Elementary school; Grundschule; Volksschule; Interviewing; Interviewtechnik
Abstract	This study explored the effects of community-based service-learning (CBSL), supplemented with discussions and activities about diversity, on the self-efficacy beliefs of preservice elementary teachers regarding equitable science teaching and learning for diverse student groups. The study was conducted with 81 preservice teachers enrolled in four sections of an elementary science methods course over a semester. Employing a mixed-methods research design, data were collected using pretests-posttests with the study sample and semistructured interviews with a subsample. The results support the value of preservice teachers engaging in CBSL experiences, supplemented with discussions and activities about diversity, as a way to improve their self-efficacy beliefs regarding equitable science teaching and learning of "all" students. (As Provided).
Anmerkungen	Springer. 233 Spring Street, New York, NY 10013. Tel: 800-777-4643; Tel: 212-460-1500; Fax: 212-348-4505; e-mail: service-ny@springer.com; Web site: http://www.springerlink.com
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2017/4/10