The role of co-teaching in the development of science teachers’ stem teaching efficacy beliefs.

Tarkın Çelikkıran A., Tüysüz M., Kondakçi E., Dinç D.

15th Biennial Conference of the European Science Education Research Association (ESERA), Nevşehir, Türkiye, 28 Ağustos 2023 - 01 Ekim 2024, ss.605, (Özet Bildiri)

  • Yayın Türü: Bildiri / Özet Bildiri
  • Basıldığı Şehir: Nevşehir
  • Basıldığı Ülke: Türkiye
  • Sayfa Sayıları: ss.605
  • Orta Doğu Teknik Üniversitesi Adresli: Evet

Özet

The purpose of this study was to examine the role of co-teaching practice in developing in- service science teachers’ STEM teaching efficacy beliefs. This study utilized qualitative research methods. Data were collected from four in-service science teachers through semi-structured interviews before and after co-teaching practices. During co-teaching practices, each science teacher worked with a science educator; they designed and implemented a STEM lesson together. Results indicated that co-teaching practices have an impact on developing in-service science teachers’ STEM teaching efficacy beliefs. Teachers’ self-efficacy developed in identifying a STEM problem, preparing a STEM lesson plan, determining an appropriate teaching and assessment method, and using classroom management strategies. Thus, co- teaching is a promising practice for enhancing teachers’ STEM teaching efficacy beliefs.