國立虎尾科技大學 |

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

Record Type:	Language materials, manuscript : Monograph/item
Title/Author:	Understanding Preservice Teacher Self-Efficacy Toward Science and Science Instruction After Completing an Online Science Methods Course :/
Reminder of title:	A Case Study.
Author:	Rhew, Bradley T.
Description:	1 online resource (184 pages)
Notes:	Source: Dissertations Abstracts International, Volume: 85-11, Section: A.
Contained By:	Dissertations Abstracts International85-11A.
Subject:	Science education. -
Online resource:	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:

1151737
Science education.
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.
LDR:02943ntm a22004217 4500 001 1148259
005 20240916070040.5
006 m o d
007 cr bn ---uuuuu
008 250605s2024 xx obm 000 0 eng d
020 $a 9798382752839
035 $a (MiAaPQ)AAI31301328
035 $a AAI31301328
040 $a MiAaPQ $b eng $c MiAaPQ $d NTU
100 1 $a Rhew, Bradley T. $3 1474190
245 1 0 $a Understanding Preservice Teacher Self-Efficacy Toward Science and Science Instruction After Completing an Online Science Methods Course : $b A Case Study.
264 0 $c 2024
300 $a 1 online resource (184 pages)
336 $a text $b txt $2 rdacontent
337 $a computer $b c $2 rdamedia
338 $a online resource $b cr $2 rdacarrier
500 $a Source: Dissertations Abstracts International, Volume: 85-11, Section: A.
500 $a Advisor: Putnam, Jennifer.
502 $a Thesis (Ed.D.)--Gardner-Webb University, 2024.
504 $a Includes bibliographical references
520 $a 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.
533 $a Electronic reproduction. $b Ann Arbor, Mich. : $c ProQuest, $d 2024
538 $a Mode of access: World Wide Web
650 4 $a Science education. $3 1151737
650 4 $a Curriculum development. $3 1148494
650 4 $a Education. $3 555912
650 4 $a Educational technology. $3 556755
653 $a Attitudes and beliefs
653 $a Methods courses
653 $a Online instruction
653 $a Preservice teachers
653 $a Science instruction
653 $a Self-efficacy
655 7 $a Electronic books. $2 local $3 554714
690 $a 0714
690 $a 0727
690 $a 0515
690 $a 0710
710 2 $a ProQuest Information and Learning Co. $3 1178819
710 2 $a Gardner-Webb University. $b College of Education. $3 1464973
773 0 $t Dissertations Abstracts International $g 85-11A.
856 4 0 $u http://pqdd.sinica.edu.tw/twdaoapp/servlet/advanced?query=31301328 $z click for full text (PQDT)