ERIC Number: EJ1243911
Record Type: Journal
Publication Date: 2020
Pages: 17
Abstractor: As Provided
ISBN: N/A
ISSN: ISSN-1046-560X
EISSN: N/A
Beliefs of Teacher Candidates toward Science Teaching
Journal of Science Teacher Education, v31 n2 p134-150 2020
This study aimed to compare the beliefs of teacher candidates from preschool teaching, classroom teaching and science teaching programs have toward their science teaching. A correlational survey model was applied for the design of the study. The study sample consisted of 236 teacher candidates who were selected using the maximum variation sampling method in the 2018-2019 academic year. The candidates were selected from undergraduate students of varying socio-economic backgrounds who were enrolled in different departments of public universities in Turkey's eastern, western and central regions. The study data were collected using DASTT-C. Results from the study indicated that a large proportion of the preschool teacher candidates had an exploratory teaching style, that classroom teacher candidates obtained similar scores in traditional and conceptual teaching methods, and that a majority of the science teacher candidates had a traditional teaching style. The scores obtained from the drawings of the teacher candidates were subjected to descriptive analysis based on the sub-scales constituting the DASTT-C, and it was found that the teacher candidates from different departments achieved high scores, especially on the "teacher" sub- scale, which indicates that the teacher candidates adopted a traditional teaching style. Furthermore, the teacher candidates obtained lower scores on the "student" sub-scale, which means that they adopted an exploratory teacher style. Finally, the study analyzes showed that the male teacher candidates had higher DASTT-C scores, an indication that they tended to apply traditional teaching styles in the sciences.
Descriptors: Foreign Countries, Preservice Teachers, Student Attitudes, Beliefs, Science Instruction, Undergraduate Students, Teaching Styles, Teaching Methods, Scores, Gender Differences, Cognitive Tests, Freehand Drawing, Personality Measures, Projective Measures
Routledge. Available from: Taylor & Francis, Ltd. 530 Walnut Street Suite 850, Philadelphia, PA 19106. Tel: 800-354-1420; Tel: 215-625-8900; Fax: 215-207-0050; Web site: http://www.tandf.co.uk/journals
Publication Type: Journal Articles; Reports - Research
Education Level: Higher Education; Postsecondary Education
Audience: N/A
Language: English
Sponsor: N/A
Authoring Institution: N/A
Identifiers - Location: Turkey
Identifiers - Assessments and Surveys: Draw a Person Test
Grant or Contract Numbers: N/A