Developing Motivation to Teach Elementary Science: Effect of Collaborative and Authentic Learning Practices in Preservice Education

Watters, James J.; Ginns, Ian S.

doi:10.1023/a:1009429131064

Cited by 161 publications

(102 citation statements)

References 24 publications

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“…This variation in PSTE differences related to the self-rated SMK levels of pre-service teachers might also explain the varying findings in literature. For example, both Schoon and Boone (1998) and Watters and Ginns (2000) showed that increasing the amount of science content resulted in very little effect on pre-service teachers' self-efficacy. On the other hand, both Rohaan et al (2012) and YilmazTuzun (2008) showed the importance of subject matter knowledge for increasing the science teaching self-efficacy of pre-service teachers.…”

Section: Conclusion and Discussionmentioning

confidence: 99%

Teacher Training and Pre-service Primary Teachers’ Self-Efficacy for Science Teaching

Velthuis

Fisser²,

Pieters

2014

Journal of Science Teacher Education

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This study focuses on the improvement of pre-service teachers' selfefficacy for teaching science by including science courses within the teacher training program. Knowing how efficacy beliefs change over time and what factors influence the development by pre-service primary teachers of positive science teaching efficacy beliefs may be useful for teacher training universities, so that they can adapt their curriculum to accommodate these factors. Participants included 292 pre-service primary teachers, a cross-sectional sample from two different universities in the Netherlands across the four different years of study in the training program. Based upon our results, we conclude that the science teaching self-efficacy of pre-service teachers, in particular, improved during years 1 and 2, and not during years 3 and 4. Higher levels of self-rated subject-matter knowledge and science teaching experience in primary schools both contributed to higher levels of personal self-efficacy for science teaching. Differences at the university level in courses taken during the first year between science content courses and science methods courses also influenced the pre-service teachers' development of science teaching self-efficacy. After their first year, the pre-service teachers from the university with science content courses had significantly higher self-efficacy than pre-service teachers from the university that offered science methods courses. After the second year of teacher training, however, this difference in self-efficacy was no longer present.

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Section: Conclusion and Discussionmentioning

confidence: 99%

Teacher Training and Pre-service Primary Teachers’ Self-Efficacy for Science Teaching

Velthuis

Fisser²,

Pieters

2014

Journal of Science Teacher Education

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show abstract

“…Among all actors interested in school education it can be argued that the single most influential actor, in regards to how the teaching is being executed, is the teacher (Aikenhead, 2004;Hattie, 2009;Leffler, 2006;Watters & Ginns, 2000). The intentions of the curriculum, the teachers' formal steering document, have been shown to not always be realized even when teachers claim to have done so (Keys, 2005).…”

Section: The Teacher's Role In Relation To Cssmentioning

confidence: 99%

Teachers’ Perceived Requirements for Collaborating with the Surrounding World

Pendrill

Sagar

Wallin

2012

NorDiNa

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This study identifies teachers’ perceptions of requirements for including collaborations with the surrounding world in their teaching practice, with the aim of providing authentic and entrepreneurial learning environments for students. School management, time and teachers’ personal character traits and disposition were the most frequently stated areas of concern, followed by colleagues, surrounding world, economy and professional development. Concerns not previously identified include economy, localities, local curriculum, teachers’ unions as well as time to reflect and adjust to a different teaching approach. The results are worth considering for school and teacher development aimed at increasing school collaboration with the surrounding world.

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“…Whereas the effectiveness of CL for students is well documented, investigations into teachers' role during CL (Gillies 2004;Meloth and Deering 1999) and studies on CL in the context of teacher education are still under-represented in empirical research (DarlingHammond and Hammerness 2005). The research that has been carried out in this respect focused largely on the impact of several forms of CL on teachers student' learning process (Bouas 1996;Glass and Putnam 1989;Showers 1985;Watters and Ginns 2000;Wilhelm 1997). Other studies examined the collaborative pedagogical behaviour of senior teachers and its impact on pupils' learning processes (Antil, Jenkins, and Wayne 1998;Ghaith and Yaghi 1997;Gillies 2006;Rich 1990;Shachar and Shmuelevitz 1997) or the effects of in-service staff development (Ishler, Johnson, and Johnson 1998;Krol-Pot 2005;Sharan and Sharan 1987;Veenman et al 2002).…”

Section: Collaborative Learning As a Promising Strategy: Implicationsmentioning

confidence: 99%

Collaborative learning in pre‐service teacher education: an exploratory study on related conceptions, self‐efficacy and implementation

Ruys

Keer

Aelterman

2010

Educational Studies

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Developing Motivation to Teach Elementary Science: Effect of Collaborative and Authentic Learning Practices in Preservice Education

Cited by 161 publications

References 24 publications

Teacher Training and Pre-service Primary Teachers’ Self-Efficacy for Science Teaching

Teacher Training and Pre-service Primary Teachers’ Self-Efficacy for Science Teaching

Teachers’ Perceived Requirements for Collaborating with the Surrounding World

Collaborative learning in pre‐service teacher education: an exploratory study on related conceptions, self‐efficacy and implementation

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