Pre-service teachers choose strategies, methods, and techniques mainly for fit with objective content and for promoting active student participation¶

Claim · All claims
Evidence · 1 study · associational r1 · q2
Currency · newest study 2020 · checked against its sources 2026-10-20 (automated, 1 of 1 entry) · not reviewed by a person

Subclaims¶

q2 i? The most selected reason for determining instructional strategy, method, and technique was "appropriateness of the content of the objectives" (juniors 73.9%, seniors 53.1%), with active participation of students prominent in the learning process theme (juniors 18.8%, seniors 56.2%). → 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 5) of answers to why pre-service teachers chose their teaching strategy, method, and technique. Other cited reasons included permanent learning (juniors only), confidence in applying methods, alignment with Bloom's taxonomy, practicality, and suitability for crowded classes.

"the most selected reason for determining the instructional strategy, method, and technique (SMT) was “appropriateness of the content of the objectives.”"

Discussion¶

Related Claims¶

• Pre-service teachers choose science objectives mainly for ease of teaching, material support, and perceived professional knowledge, with grade-level differences — related
• 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' self-efficacy and instructional-planning levels were relatively high, but Bloom taxonomy classification was low — related
• Seniors outperformed juniors in determining taxonomy and method-technique, but not in self-efficacy or strategy determination — related
• Pre-service teachers struggle with instructional design and lesson planning despite existing standards and coursework — related
• Teacher efficacy underpins the ability to differentiate instruction effectively, with efficacy dependent on pedagogical content knowledge — related