A coteaching model for developing pre-service teachers’ practice and confidence in teaching primary science through inquiry

McCullagh, John F.; Doherty, Andrea

doi:10.1080/03004279.2020.1854963

Cited by 4 publications

(4 citation statements)

References 19 publications

Supporting

Mentioning

Contrasting

Order By: Relevance

“…Preparing pre-service teacher candidates to plan, teach, and evaluate their practice of inquiry-based instruction presents several difficulties for educator preparation programs including lack of science experience, low self-efficacy, and misperceptions of inquiry (Higdon & Sawyer, 2018;Maeng et al, 2020;McCullagh & Doherty, 2021;Rachmatullah et al, 2023). Teacher candidates must gain a foundational understanding of teaching science as inquiry in their educator preparation program if we are to expect them to teach science as inquiry in their own classrooms after graduation (Kazempour, 2018).…”

Section: Educator Preparation Programs Science Methods Coursesmentioning

confidence: 99%

“…Teacher candidates must gain a foundational understanding of teaching science as inquiry in their educator preparation program if we are to expect them to teach science as inquiry in their own classrooms after graduation (Kazempour, 2018). Despite these difficulties, the value of educator preparation programs allocating time to teaching science as inquiry is relevant and helps develop pre-service teacher candidates' science and critical thinking skills (McCullagh & Doherty, 2021).…”

Section: Educator Preparation Programs Science Methods Coursesmentioning

confidence: 99%

See 1 more Smart Citation

Comparing Time Allocation for Teaching Science as Inquiry in Two Educator Preparation Science Methods Courses

Dira,

Carr

2023

View full text Add to dashboard Cite

How much time an institution allocates to content can indicate its overall importance and intended value to the educator preparation program. For decades there have been calls to integrate more authentic science inquiry experiences into not only undergraduate elementary science courses, but into all elementary educator preparation courses. Many elementary educators do not receive training on effective methods for teaching science, they will not feel comfortable and will likely have low self-efficacy. This study investigated the amount of time allocated to teaching science as inquiry and the knowledge participants had prior to and after taking an elementary teaching science methods course. The critical incidents within two science methods courses that assisted participants in developing a deeper understanding of teaching science as inquiry were also analyzed. Over three academic semesters, a purposive sample of 58 college pre-service teacher candidate participants from the mid-Atlantic region of the United States were surveyed to answer the research question to what extent, if any, does time allocation have on teacher candidates' understanding of teaching science as inquiry? Results suggest it would be of great benefit for educator preparation programs to require a science teaching methods course, with an emphasis on the teaching of science as inquiry. Participants indicated the most useful critical incidents were labs, more assignments that require lesson/unit planning, and teaching lessons to elementary students.

show abstract

Section: Educator Preparation Programs Science Methods Coursesmentioning

confidence: 99%

Section: Educator Preparation Programs Science Methods Coursesmentioning

confidence: 99%

Comparing Time Allocation for Teaching Science as Inquiry in Two Educator Preparation Science Methods Courses

Dira,

Carr

2023

View full text Add to dashboard Cite

show abstract

“…In practice, a lack of confidence can impede a learner's ability to understand, implement, and engage in hands-on learning. McCullagh and Doherty (2021) suggest that future teachers develop students' higher-order competencies such as practical skills and problem-solving skills to help improve their application level before implementing practice in experimental courses. An appropriate combination between teaching theories and strategies in the course effectively enhances learning confidence and augments their understanding and practical ability in hands-on activities.…”

Section: Learning Confidencementioning

confidence: 99%

Impact of anxiety and confidence in virtual reality‐mediated learning transferred to hands‐on tasks

Wang

Cheng

Lee

et al. 2023

Computer Assisted Learning

View full text Add to dashboard Cite

Background: Benefited from advances in technology, virtual reality (VR) has been widely applied to learning content in operational training as well as handson courses. However, most current studies tend to evaluate learning effectiveness in this application, and few were focused on how learners can be benefited from transferring the knowledge learned to real-world field performance.Moreover, in application-oriented hands-on courses such as embedded electronic circuits, to our best knowledge, none were presented in interactive learning materials with the combination of VR and neither were the understanding of the changes in cognition, learning anxiety, and learning confidence during the learning process. Method and Objective:We combine VR technology with hands-on tasks to design a VR-based embedded electronic circuit learning system. We conduct a quasiexperiment to investigate differences in knowledge, comprehension, and application levels in different learning environments, and to assess learning performance, learning anxiety, and learning confidence levels when applying the knowledge learned to real-world hands-on tasks.Results: Groups that receive VR-mediated training exhibit superior knowledge, comprehension, and application levels. In addition, learners with higher levels of knowledge and application exhibit lower learning anxiety and higher learning confidence during practical application tasks. Conclusions:We investigate the learning outcomes of learners on practical hands-on tasks after VR-mediated learning. To improve the learning experience and performance for learners in an embedded electronic circuit course, we discuss the learning performance in terms of the knowledge and concepts learned in the VR environment and transferred to the real world. The results show that learners achieve better cognitive levels in the learning process through the VR system described here. Better performance on hands-on tasks was also obtained as well as low anxiety and high confidence levels.

show abstract

“…Content knowledge and teaching skills are related to feelings of selfconfidence, with experience being a key factor in teachers' perceptions of their knowledge and skills as well as a determinant of teaching quality, (Sadler, 2018). When prospective teachers have the experience and ability to operate technology as an online learning medium, their teaching confidence will increase (Mccullagh & Doherty, 2020). This causes the learning atmosphere to be conducive because the teacher is able to control student activity in a learning scene, (Trainin et al, 2017).…”

Section: Gita Febria Friskawatimentioning

confidence: 99%

Self-confidence using technology, understanding of TPACK and teaching quality of physical education’s teacher candidate while online learning

Friskawati

2021

SPORTIF

View full text Add to dashboard Cite

This study aims to reveal the relationship between self-confidence, understanding of TPACK and the teaching quality of prospective physical education teachers when conducting online learning. The correlational research method was used in a population of 132 students practicing STKIP Pasundan who were following the PPL program. A total of 96 samples were involved in this study by means of convenience sampling. The instrument used to measure teaching confidence is a questionnaire with a Likert scale questionnaire (1-5 scale) which has been tested for validity and reliability with the results of r = 0.791. Meanwhile, to measure the quality of teaching, the Teaching Quality Scale (TQS) and TPACK Questioners. The results showed that the contribution of all independent variables (confidence and understanding of TPACK) to the dependent variable (quality of teaching physical education) simultaneously was 72.1%. Research shows that the psychological factor of self-confidence can determine the goals to be achieved (quality of teaching physical education) even though it is weak by being influenced by experience, knowledge and other skills, including understanding of TPACK. Therefore, further research is recommended to discuss forms of intervention for prospective physical education teachers to increase confidence in using technology when teaching online and increase understanding of TPACK in order to make students interested in learning when learning online so as to maintain teaching quality.

show abstract

A coteaching model for developing pre-service teachers’ practice and confidence in teaching primary science through inquiry

Cited by 4 publications

References 19 publications

Comparing Time Allocation for Teaching Science as Inquiry in Two Educator Preparation Science Methods Courses

Comparing Time Allocation for Teaching Science as Inquiry in Two Educator Preparation Science Methods Courses

Impact of anxiety and confidence in virtual reality‐mediated learning transferred to hands‐on tasks

Self-confidence using technology, understanding of TPACK and teaching quality of physical education’s teacher candidate while online learning

Contact Info

Product

Resources

About