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Full-Text Articles in Education
Investigating Preservice Secondary Teachers’ Understanding And Enactment Of The Standards‑Based Practices During Microteaching, Deepika Menon, Diana S. Chang, Rosetta W. Ngugi
Investigating Preservice Secondary Teachers’ Understanding And Enactment Of The Standards‑Based Practices During Microteaching, Deepika Menon, Diana S. Chang, Rosetta W. Ngugi
Department of Teaching, Learning, and Teacher Education: Faculty Publications
Reform efforts in K–12 science education have been gaining pace ever since the introduction of the Next Generation Science Standards (NGSS). The new vision calls for reconsidering teacher preparation programs to prepare future teachers who are confident and competent in delivering NGSS-based instruction. This study investigated the development of 27 preservice secondary science and mathematics teachers’ (PSTs’) knowledge and skills as they understand, interpret, and implement the NGSS, particularly science and engineering practices (SEPs), within the context of microteaching during a STEM methods course. Primary data sources include 12 videos of 40-minute-long microteaching lessons, self-reflections, semistructured and focus-group interviews, and …
Preservice Elementary Teachers’ Science Self-Efficacy Beliefs And Science Content Knowledge, Deepika Menon, Troy D. Sadler
Preservice Elementary Teachers’ Science Self-Efficacy Beliefs And Science Content Knowledge, Deepika Menon, Troy D. Sadler
Department of Teaching, Learning, and Teacher Education: Faculty Publications
Self-efficacy beliefs that relate to teachers’ motivation and performance have been an important area of concern for preservice teacher education. Research suggests high-quality science coursework has the potential to shape preservice teachers’ science self-efficacy beliefs. However, there are few studies examining the relationship between science self-efficacy beliefs and science content knowledge. The purpose of this mixed methods study is to investigate changes in preservice teachers’ science self-efficacy beliefs and science content knowledge and the relationship between the two variables as they co-evolve in a specialized science content course. Results from pre- and post-course administrations of the Science Teaching Efficacy Belief …