Examining the efficacy change of preservice science teachers
Does an inquiry-based laboratory instruction make a difference? A mixed method study
Bibliographic Data
| ID | 21589638 |
|---|---|
| Authors | Dekant Kıran (0000-0002-9236-5386, Tokat Gaziosmanpaşa Üniversitesi, corresponding author) |
| Year | 2022 |
| Volume | 44 |
| Issue | 9 |
| Pages | 1527-1548 |
| Publication date | 2022-06-13 |
| Open Access | No |
| Type | ARTICLE |
| Venue | International Journal of Science Education, Part B (JOURNAL) |
| Journal identifiers | ISSN: 2154-8455 • E-ISSN: 2154-8463 |
| Publisher | Informa UK Limited (PUBLISHER • GB) |
| DOI | 10.1080/09500693.2022.2084171 |
| OpenAlex | W4282550205 |
| Language | EN |
| Citations received | 5 |
| References cited | 61 |
The purpose of this study was twofold: first, to examine the effectiveness of an inquiry-based laboratory course on preservice science teachers’ (PSTs’) science teaching efficacy beliefs. Second, this study also aimed to identify the ways in which efficacy change occurred in instructional strategies, classroom management, and student engagement for PSTs after participating in a semester-long inquiry-based laboratory course. A mixed-method approach was employed in this study. Data were collected through Teachers’ Sense of Efficacy Scale (TSES) and semi-structured interviews. TSES was administered to 52 junior PSTs. Based on their initial levels of teaching efficacy (low, medium, high) determined by the TSES, three participants within each group were interviewed to obtain detailed insights regarding their science teaching efficacy. Quantitative data analysis suggested that PSTs’ science teaching efficacy beliefs regarding student engagement, instructional strategies, and classroom management increased at the end of the course. Qualitative data analyses revealed that most PSTs expressed increased efficacy in sub-dimensions of teaching efficacy. Exceptional findings emerged delineating little or no efficacy change particularly in classroom management due to the discomfort with adapting to the inquiry-based laboratory method and lack of teaching practice in a real classroom environment. Results were discussed and suggestions for future research were provided
Classroom management · Data collection · Mathematics education · Multimethodology · Pedagogy · Qualitative property · Qualitative research · Science education · Self-efficacy · Sociology · Student engagement · Teaching method · Computer Science · Diverse Educational Innovations Studies · Educational Environments and Student Outcomes · Mathematics · Psychology · Science Education and Pedagogy · Social Psychology
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| Citations per year | 2.5 |
|---|---|
| Citation span | 2024 - 2026 (3) |
| Highly cited | No |