The Self-efficacy of Pre-service Elementary Teachers Using Cooperative Learning in Science Teaching

Abstract

This study examines the self-efficacy of pre-service elementary teachers who employ cooperative learning methods in their science classes. The participants consist of 363 science teachers-in-training, including 288 trainees at the primary school level (grades 1-5, age 6-11) and 75 junior high school trainees (grades 6-8, age 12-15). Data was collected using the Cooperative Learning in Science Education Questionnaire (CLSEQ). Frequencies were calculated to reveal existing tendencies in the participants' use of cooperative learning methods and strategies in science teaching. Practitioners' definitions of the term cooperative learning were also examined using the content analysis approach. In general, the majority of participants believed that it was possible to successfully implement cooperative learning in science teaching environments. Interdepartmentally, pre-service junior high school teachers viewed themselves as more practically trained to carry out cooperative learning in science teaching when compared to their primary teacher counterparts. The implications of this for teacher education concerning this issue are also mentioned.