Effects of Informal versus School-Based Field Experience on Elementary Preservice Teachers' Self-Efficacy for Teaching Science
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| Title: | Effects of Informal versus School-Based Field Experience on Elementary Preservice Teachers' Self-Efficacy for Teaching Science |
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| Language: | English |
| Authors: | Nicole Hesson, Olivia Roth |
| Source: | Electronic Journal for Research in Science & Mathematics Education. 2024 28(1):76-92. |
| Availability: | International Consortium for Research in Science & Mathematics Education. TCU Box 297900, Fort Worth, TX 76129. Tel: 817-257-6115; e-mail: ICRSME.Consultation@gmail.com; Web site: http://ejrsme.icrsme.com |
| Peer Reviewed: | Y |
| Page Count: | 17 |
| Publication Date: | 2024 |
| Document Type: | Journal Articles Reports - Research Tests/Questionnaires |
| Education Level: | Higher Education Postsecondary Education Elementary Education |
| Descriptors: | Preservice Teachers, Elementary School Teachers, Self Efficacy, Science Instruction, Field Experience Programs, Informal Education, Methods Courses, Partnerships in Education, College School Cooperation, School Districts, Urban Schools, Expectation, Student Attitudes, Preservice Teacher Education, Teaching Experience |
| Geographic Terms: | Pennsylvania |
| ISSN: | 2692-241X |
| Abstract: | Prior to the fall semester of 2017, the elementary preservice teachers who were enrolled in a science methods course engaged in a variety of field experiences across different settings, mostly informal. Beginning in the fall semester of 2017, students enrolled in this science methods course completed their field experience in formalized classroom settings. Most students were placed at the site of a partnership school, a K-8 building in the local urban school district where an automated greenhouse was built. At the outset, the original study aimed to compare the self-efficacy for science teaching of the elementary education preservice teachers pre- and post-greenhouse implementation. However, the construction of the greenhouse was delayed and thus accidentally created a third cohort of students in addition to pre- and post-greenhouse. This third cohort of students were placed in a K-8 school setting but did not have access to the greenhouse. This paper compares the first two cohorts of preservice teachers, those who completed informal field experiences, and those who completed school-based field experiences without the utilization of the greenhouse. |
| Abstractor: | As Provided |
| Entry Date: | 2024 |
| Accession Number: | EJ1437402 |
| Database: | ERIC |
| Abstract: | Prior to the fall semester of 2017, the elementary preservice teachers who were enrolled in a science methods course engaged in a variety of field experiences across different settings, mostly informal. Beginning in the fall semester of 2017, students enrolled in this science methods course completed their field experience in formalized classroom settings. Most students were placed at the site of a partnership school, a K-8 building in the local urban school district where an automated greenhouse was built. At the outset, the original study aimed to compare the self-efficacy for science teaching of the elementary education preservice teachers pre- and post-greenhouse implementation. However, the construction of the greenhouse was delayed and thus accidentally created a third cohort of students in addition to pre- and post-greenhouse. This third cohort of students were placed in a K-8 school setting but did not have access to the greenhouse. This paper compares the first two cohorts of preservice teachers, those who completed informal field experiences, and those who completed school-based field experiences without the utilization of the greenhouse. |
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| ISSN: | 2692-241X |
