A Long-Term Investigation of the Science Teaching Efficacy Beliefs of Multiple Cohorts of Preservice Elementary Teachers

Deehan, James; McKinnon, David; Danaia, Lena

doi:10.1080/1046560x.2019.1672377

Cited by 8 publications

(6 citation statements)

References 53 publications

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“…Unfortunately, most literature on teacher education and impacting pre-service teachers' attitudes, beliefs, self-efficacy, and knowledge focus on one or the other "silo." There are many studies of impacts of preparing students using the STEBI-B instrument (Deehan et al, 2019), and fewer that refer to influencing early childhood students (Deehan et al, 2019). We could not find any that evaluated impacts of a collaborative approach on both early childhood and elementary students.…”

Section: Different Approaches To Teacher Preparationmentioning

confidence: 69%

“…However, we must also confront the challenges early in teachers' careers, during their pre-service teacher education. Evidence suggests that reform efforts to undergraduate pre-service teacher preparation can improve knowledge, skills, and attitudes towards teaching science and STEM (Deehan et al, 2019;McGinnis et al, 2002). One study found that hands-on, inquiry-based experiences for undergraduates helped pre-service teachers recognize inquiry-based teaching as an effective method for engaging student learning in 5 / 18 science and led to changes in pre-service teachers' confidence in teaching inquiry-based elementary science (Lewis et al, 2014).…”

Section: Barriers To Effective Teacher Preparationmentioning

confidence: 99%

“…Generally, much of the research thus far has focused on science, math, or integrated STEM education in elementary school separately (Deehan et al, 2019). Less work has evaluated early childhood and elementary preservice education programs together, focused on science, math, and integrated STEM self-efficacy and knowledge, evaluating the extent to which learning in the programs is transformative (e.g., by following participants into their teaching careers), or highlighting issues in regions like Appalachia.…”

Section: Barriers To Effective Teacher Preparationmentioning

confidence: 99%

“…Fortunately, teacher preparation programs can play a role in positively influencing pre-service teachers before they start teaching in science (e.g., Deehan et al, 2019) 2 / 18 and in math (Parks & Wager, 2015). However, we know less about how pre-service teacher preparation programs can influence skills and knowledge in teaching science and integrated STEM, the extent to which these impacts last into teaching careers, and whether we can support transformative learning in regions like rural Appalachia.…”

Section: Introductionmentioning

confidence: 99%

See 3 more Smart Citations

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

Lange

Robertson

Tian

et al. 2022

EURASIA J Math Sci Tech Ed

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The increasing interest in early and elementary STEM education comes with a need to increase training and support for teachers of children in the early grades. Early and elementary pre-service teacher preparation in science, math, and integrated STEM can play a critical role in enhancing teachers’ self-efficacy and pedagogical content knowledge in these areas. However, few quantitative research studies have been published on this topic, especially involving early childhood and elementary programs. Because few STEM courses are typically offered in these programs, we need courses and experiences that can be transformational. This study evaluates the short- and long-term impacts on pre-service teachers who participated in our STEM Collaboration approach (n=164), which was created to meet this goal through an innovative early childhood and elementary collaboration. Analyses of mixed methods data collected from surveys, tests, open-ended feedback, and a focus group revealed immediate, long-term, and positive impacts on science, math, and integrated STEM self-efficacy and pedagogical content knowledge. Participation in STEM education experiences in pre-service programs that include innovations such as collaboration across colleges and professionalization opportunities made a difference, and one that persisted.

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Section: Different Approaches To Teacher Preparationmentioning

confidence: 69%

Section: Barriers To Effective Teacher Preparationmentioning

confidence: 99%

Section: Barriers To Effective Teacher Preparationmentioning

confidence: 99%

Section: Introductionmentioning

confidence: 99%

See 2 more Smart Citations

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

Lange

Robertson

Tian

et al. 2022

EURASIA J Math Sci Tech Ed

View full text Add to dashboard Cite

show abstract

“…Some previous researchers employed microteaching in science teaching method courses (Bautista, 2011;Bursal, 2012;D"Alessio, 2018;Deehan et al, 2017;Deehan, McKinnon, & Danaia, 2019;Mergler & Tangen, 2010;Ramey-Gassert & Shroyer, 1992). In those studies, the pre-service teachers planned and carried out a lesson and received feedback about their performance.…”

Section: Significance Of the Studymentioning

confidence: 99%

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

Kartal¹,

Dilek²

2021

IJonSES

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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.

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Primary Science Education in Australian Universities: An Overview of Context and Practice

Deehan

2021

Res Sci Educ

Self Cite

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Stagnating test scores, underwhelming student scientific literacy and declines in post-compulsory science enrolment are major issues in Australian science education. Universities are central in improving science education, as a relatively small group of 33 higher education providers can directly influence generations of primary teachers responsible for foundational science learning. Since this is a major review of primary science practice at Australian universities, factors including, but not limited to, changing employment conditions, shifts in study modes and an ever-expanding research literature base need to be considered in a more contemporary review. This paper aims to describe the reported primary science practices, challenges and strengths of Australian teacher education programs through semi-structured interviews and online surveys with 17 academics and analyses of public materials on university websites. Thematic analyses reveal noteworthy diversity in approaches, united by authenticity and student-centred learning. Key strengths included robustness of educational approaches, relevance and teaching team compositions. Key challenges included time, external pressures, resources and student capacity. These nuanced findings will be discussed as they relate to teaching and research.

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A Long-Term Investigation of the Science Teaching Efficacy Beliefs of Multiple Cohorts of Preservice Elementary Teachers

Cited by 8 publications

References 53 publications

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

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

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

Primary Science Education in Australian Universities: An Overview of Context and Practice

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