Developing Pre-service Elementary Science Teachers’ Science Teaching Efficacy Beliefs through Microteaching by Promoting Efficacy Sources

Abstract

Science teaching efficacy belief (STEB) is of paramount importance as it motivates teachers to teach science or hinders them from teaching science. Pre-service teachers' efficacy beliefs may change during their method courses. Knowing how pre-service teachers' beliefs change over time can significantly contribute to teacher educators to improve teacher efficacy. This study examined the effect of microteaching on pre-service elementary science teachers' STEB. Pretest-posttest control group design was utilized. Data was collected using the Science Teaching Efficacy Beliefs Instrument (STEBI-B) developed by Enochs and Riggs (1990) both at the beginning and end of the study. The treatment group planned and taught mini-lessons. The lessons were videotaped and evaluated in detail by watching the videotapes. The microteachers replanned and retaught the mini-lessons based on the feedback. The microteaching practices were conducted to support efficacy sources. The control group only planned and taught mini-lessons and received brief and undetailed feedback. Results showed significant differences in participants' personal science teaching efficacy beliefs and student outcome expectancy beliefs in terms of the treatment group. The STEB scores of the control group also decreased at the end of the study. It is suggested that pre-service teachers should have the opportunity to reflect on their performances, artifacts, or lesson plans and to design them several times.

Professional Development: Improving Teachers’ Knowledge and Self-Efficacy Related to Emotional and Behavioral Disorders

“…The investigation of the relationship between teacher efficacy and knowledge about EBDs demonstrated a significant correlation between these constructs. Previous studies supported this relationship and reported that teachers with high levels of knowledge display high levels of efficacy, particularly in their teaching abilities (Goddard et al, 2004;Goker, 2021;Gümüş & Bellibaş, 2021;Guskey & Passaro, 1994;Kartal & Dilek, 2021;Latouche & Gascoigne, 2019;Li & Cheung, 2021;Lu et al, 2020;Oliver & Reschley, 2010;Rahmadani & Kurniawati, 2021;Sharma et al, 2012). Although previous studies addressed the relationship between these two constructs, the relationship between knowledge and efficacy was not investigated, specifically concerning working with students with EBDs.…”

Extending Technology Acceptance Model with Scientific Epistemological and Science Teaching Efficacy Beliefs: A Study with Preservice Teachers

“…Some teachers might consider technology an essential component in effective science teaching. Kartal and Dilek (2021) found that a technology-supported teaching method course and microteaching promoted preservice teachers' science teaching efficacy beliefs. Similarly, preservice teachers reported that using technology promoted students' learning, and technology was a crucial constituent of effective science teaching (Min et al, 2020).…”

“…Teachers with a high level of science teaching efficacy are supposed to be open and willing to innovations, new teaching methods, and new ideas such as using instructional technologies (Blonder et al, 2013;Gagnier et al, 2021;Kartal & Dilek, 2021;Woolfolk-Hoy & Spero, 2005). Teachers' efficacy levels determine the effort they put on and the time they spent to achieve their teaching-related goals (Tschannen-Moran & Woolfolk-Hoy, 2001).…”

“…Blonder and colleagues (2013) reported that opportunities to develop teaching efficacy promoted teachers' tendency to use new technologies. Teachers improving their science education with technologies also promote students' learning motivation (Al-Azawei & Alowayr, 2020;Huang et al, 2020), collaborative learning (Kartal & Dilek, 2021), and cognitive gains (Becker et al, 2020). Some teachers might consider technology an essential component in effective science teaching.…”

The effects of an early childhood-elementary teacher preparation program in STEM on pre-service teachers

“…These components are collaboration, authentic problems, applied projects, scaffolded feedback and reflection, and professionalization opportunities. For example, we include microteaching experiences in which pre-service teachers can apply lessons from our courses with students (Kartal & Dilek, 2021). These components work together and are centered around high-quality content, including science, math, and integrated STEM content noted above (Lewis et al, 2014).…”