IMPROVING PRESERVICE SCIENCE TEACHERS’ SELF-EFFICACY ABOUT THE USE OF ALTERNATIVE ASSESSMENT: IMPLICATION FOR THEORY AND PRACTICE Cover Image

IMPROVING PRESERVICE SCIENCE TEACHERS’ SELF-EFFICACY ABOUT THE USE OF ALTERNATIVE ASSESSMENT: IMPLICATION FOR THEORY AND PRACTICE
IMPROVING PRESERVICE SCIENCE TEACHERS’ SELF-EFFICACY ABOUT THE USE OF ALTERNATIVE ASSESSMENT: IMPLICATION FOR THEORY AND PRACTICE

Author(s): Nilgün Tatar, Serkan Buldur
Subject(s): Social Sciences, Education, Higher Education
Published by: Scientia Socialis, UAB
Keywords: alternative assessment; preservice teacher education; self-efficacy;

Summary/Abstract: In this study, a teaching program was designed to improve preservice teachers’ self-efficacy about the use of alternative assessment. The teaching program has three stages: workshop, observation, and teaching. Preservice teachers’ opinions about the contribution of the teaching program to their professional development and the effect of the program on their self-efficacy were determined. Data was collected through a survey, students’ reflective journal, and interview. Results show that preservice teachers had understanding about alternative assessment and positive opinions about the teaching program. Furthermore, their self-efficacy toward use of the alternative assessment improved. The teaching program had positive contributions to preservice teachers’ professional development.

  • Issue Year: 12/2013
  • Issue No: 4
  • Page Range: 452-464
  • Page Count: 13
  • Language: English
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