Pre-service teachers choose science objectives mainly for ease of teaching, material support, and perceived professional knowledge, with grade-level differences¶

Claim · All claims
Evidence · 1 study · associational r1 · q2
Currency · newest study 2020 · not yet checked against its sources · not reviewed by a person

Subclaims¶

q2 i? Content analysis of open-ended answers showed the most chosen reason for choosing objectives was that teaching is easy (juniors 33.3%, seniors 62.5%), followed by having sufficient professional knowledge (juniors 43.5%, seniors 46.8%), with juniors more often citing material support. → Kaygısız 2020

Evidence¶

Kaygısız 2020¶

Kaygısız, G.M., Uygun, N., & Uçar, F.M. (2020). The Relationship between the Levels of Self-efficacy Beliefs of Pre-service Teachers and their Levels of Determining Suitable Taxonomy, Strategy, and Method-technique for Science Objectives. Science Education International 31(1), 117-126. https://doi.org/10.33828/sei.v31.i1.12

q2 · i? · associational · r1

Qualitative content analysis (Table 4) of answers to "Why did you choose that objective?" with open coding by two field experts; agreement percentages of 0.90 and finally 0.96. Themes included teaching process, professional knowledge, professional quality, and learning process.

"the most chosen reason in choosing objectives regarding the teaching process was the fact that “teaching is easy.” Therefore, pre-service teachers prioritized the objectives that they think they can teach easily"

Discussion¶

Related Claims¶

• Pre-service primary teachers' science teaching self-efficacy beliefs correlate weakly but positively with their ability to determine suitable taxonomy, strategy, and method-techniques — related
• Pre-service teachers choose strategies, methods, and techniques mainly for fit with objective content and for promoting active student participation — related
• Seniors outperformed juniors in determining taxonomy and method-technique, but not in self-efficacy or strategy determination — related
• Pre-service teachers' self-efficacy and instructional-planning levels were relatively high, but Bloom taxonomy classification was low — related