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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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Nicole Hesson; Olivia Roth – Electronic Journal for Research in Science & Mathematics Education, 2024

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…

Descriptors: Preservice Teachers, Elementary School Teachers, Self Efficacy, Science Instruction