ERIC Number: EJ1437402
Record Type: Journal
Publication Date: 2024
Pages: 17
Abstractor: As Provided
ISBN: N/A
ISSN: N/A
EISSN: EISSN-2692-241X
Effects of Informal versus School-Based Field Experience on Elementary Preservice Teachers' Self-Efficacy for Teaching Science
Nicole Hesson; Olivia Roth
Electronic Journal for Research in Science & Mathematics Education, v28 n1 p76-92 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 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.
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
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
Publication Type: Journal Articles; Reports - Research; Tests/Questionnaires
Education Level: Higher Education; Postsecondary Education; Elementary Education
Audience: N/A
Language: English
Sponsor: N/A
Authoring Institution: N/A
Identifiers - Location: Pennsylvania
Grant or Contract Numbers: N/A