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Understanding Preservice Teacher Self-Efficacy Toward Science and Science Instruction After Completing an Online Science Methods Course : = A Case Study.

紀錄類型:	書目-語言資料,手稿 : Monograph/item
正題名/作者:	Understanding Preservice Teacher Self-Efficacy Toward Science and Science Instruction After Completing an Online Science Methods Course :/
其他題名:	A Case Study.
作者:	Rhew, Bradley T.
面頁冊數:	1 online resource (184 pages)
附註:	Source: Dissertations Abstracts International, Volume: 85-11, Section: A.
Contained By:	Dissertations Abstracts International85-11A.
標題:	Educational technology. -
電子資源:	click for full text (PQDT)
ISBN:	9798382752839

Understanding Preservice Teacher Self-Efficacy Toward Science and Science Instruction After Completing an Online Science Methods Course : = A Case Study.
Rhew, Bradley T.

Understanding Preservice Teacher Self-Efficacy Toward Science and Science Instruction After Completing an Online Science Methods Course :A Case Study. - 1 online resource (184 pages)

Source: Dissertations Abstracts International, Volume: 85-11, Section: A.

Thesis (Ed.D.)--Gardner-Webb University, 2024.

Includes bibliographical references

Preservice educators are required to enroll in multiple methods courses to prepare them to effectively teach content to students. With the increase of online teacher preparation programs, methods courses are also being offered virtually. This study sought to investigate the overall attitudes, beliefs, and preparedness of candidates after completing an online science methods course. A mixed methods study was conducted to gain insight into these topics. The case study was conducted at a small, southern, private university to better understand the self-efficacy of undergraduate elementary education candidates who completed an online methods course. The study also investigated the instructor's perceptions of the preparedness of the online science methods course. The study expanded into their student teaching experience to see if their attitudes and self-efficacy changed once they were in the classroom. The research showed that candidates felt prepared to teach science but still felt they needed additional support and resources to teach science effectively. Student teachers shared experiences and frustrations of trying to implement what they had learned in their methods course in their student teaching placements. The study ended with offering recommendations on how to continue to improve online science methods courses to make sure all candidates are prepared to have an impact on student success in science.

Electronic reproduction.
Ann Arbor, Mich. :
ProQuest,
2024

Mode of access: World Wide Web

ISBN: 9798382752839Subjects--Topical Terms:

556755
Educational technology.
Subjects--Index Terms:

Attitudes and beliefsIndex Terms--Genre/Form:

554714
Electronic books.

Understanding Preservice Teacher Self-Efficacy Toward Science and Science Instruction After Completing an Online Science Methods Course : = A Case Study.
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