Abstract
This study investigated the effects of expertise-based training (XBT) supported with videos including expert teachers’ shared experiences in a real class environment on preservice science teachers’ science teaching self-efficacy, in addition to their perceptions on the effects of XBT. The participants were 32 preservice science teachers registered for Methods of Teaching Science I. The methodology of the study was concurrent triangulation mixed methods research design. The data were collected through the Science Teaching Efficacy Belief Instrument (STEBI), open-ended questionnaires following experts’ videos, observations, and interviews. During analysis, a paired t-test wasconducted for quantitative data, and open coding analysis was applied for qualitative data. The quantitative results showed that after the intervention, science teaching efficacy beliefs increased. Moreover, the qualitative data showed that preservice science teachers learned a great deal about the application of teaching methods.
Highlights
Teacher education programs aim to provide preservice teachers expertise in teaching
The data were collected through the Science Teaching Efficacy Belief Instrument (STEBI), openended questionnaires, videos, observations and interviews
XBT instruction supported by videos of expert science teachers was designed for preservice science teachers’ (PST)
Summary
Teacher education programs aim to provide preservice teachers expertise in teaching. According to Darling-Hammond (2000), expertise in teaching is one of the most significant factors affecting students’ success, and teachers who are fully certified are more successful than their peers. Korthagen, Loughran, and Russell (2006) oppose this view, pointing to the assumption that expertise can only be gained by experience and university courses only provide a theoretical base of learning principles. Korthagen, Loughran, and Russell (2006) oppose this view, pointing to the assumption that expertise can only be gained by experience and university courses only provide a theoretical base of learning principles They stated, “This view creates many difficulties, including the fact that the ‘expertise’ of teaching practice is often assumed to reside largely in schools with teachers. This view diminishes the rich possibilities that can be made available at the university site” Two factors affect perceived self-efficacy: context and the results of the actions performed (Bandura, 1997)
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