Give more importance to science teaching courses and actively involve pre-service teachers in determining method-technique and strategy¶

Strategy · All strategies
Evidence · 2 claims (2 for) · 1 study (1 associational), q2 · 0 of 1 report an effect size · 2 claims rest on one study

Description¶

The authors recommend that primary school teaching departments "increase the number of practice courses especially about science teaching, in which primary school teachers perceive themselves as insufficient", and that qualified theoretical and practical teaching courses may raise self-efficacy. Within these courses, faculty members should "actively involve pre-service teachers in the teaching process, especially while determining method-technique and strategy". The recommendation rests on seniors' superior taxonomy and method-technique scores and the weak self-efficacy–planning correlation.

Design Implications¶

Context¶

Requirements¶

• Teacher education programs with dedicated science teaching I and II and practice teaching courses

Constraints¶

• The article's evidence is correlational; it calls for future studies to investigate the effect of the Science Teaching I course on self-efficacy

Target Learners¶

• pre-service primary school teachers

Target Learning Goals¶

• science teaching self-efficacy and objective-aligned instructional planning

Claims¶

• Pre-service teachers choose strategies, methods, and techniques mainly for fit with objective content and for promoting active student participation [+W]
• Pre-service primary teachers' science teaching self-efficacy beliefs correlate weakly but positively with their ability to determine suitable taxonomy, strategy, and method-techniques [+W]

Related Strategies¶

• Subject-matter faculty teach short lecture courses devoted entirely to teaching their subject in the secondary school

Examples¶

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Key Sources¶

• 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