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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
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
FullText Text:
  Availability: 0
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  Data: Effects of Informal versus School-Based Field Experience on Elementary Preservice Teachers' Self-Efficacy for Teaching Science
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  Data: <searchLink fieldCode="SO" term="%22Electronic+Journal+for+Research+in+Science+%26+Mathematics+Education%22"><i>Electronic Journal for Research in Science & Mathematics Education</i></searchLink>. 2024 28(1):76-92.
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  Data: 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
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  Data: <searchLink fieldCode="DE" term="%22Pennsylvania%22">Pennsylvania</searchLink>
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  Data: 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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  Data: 2024
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  Data: EJ1437402
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RecordInfo BibRecord:
  BibEntity:
    Languages:
      – Text: English
    PhysicalDescription:
      Pagination:
        PageCount: 17
        StartPage: 76
    Subjects:
      – SubjectFull: Preservice Teachers
        Type: general
      – SubjectFull: Elementary School Teachers
        Type: general
      – SubjectFull: Self Efficacy
        Type: general
      – SubjectFull: Science Instruction
        Type: general
      – SubjectFull: Field Experience Programs
        Type: general
      – SubjectFull: Informal Education
        Type: general
      – SubjectFull: Methods Courses
        Type: general
      – SubjectFull: Partnerships in Education
        Type: general
      – SubjectFull: College School Cooperation
        Type: general
      – SubjectFull: School Districts
        Type: general
      – SubjectFull: Urban Schools
        Type: general
      – SubjectFull: Expectation
        Type: general
      – SubjectFull: Student Attitudes
        Type: general
      – SubjectFull: Preservice Teacher Education
        Type: general
      – SubjectFull: Teaching Experience
        Type: general
      – SubjectFull: Pennsylvania
        Type: general
    Titles:
      – TitleFull: Effects of Informal versus School-Based Field Experience on Elementary Preservice Teachers' Self-Efficacy for Teaching Science
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