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

Nilgün Tatar; Serkan   Buldur

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

Title	IMPROVING PRESERVICE SCIENCE TEACHERS’ SELF-EFFICACY ABOUT THE USE OF ALTERNATIVE ASSESSMENT: IMPLICATION FOR THEORY AND PRACTICE
Publication Type	Journal Article
Year of Publication	2013
Authors	Tatar, N, Buldur, S
Journal	Journal of Baltic Science Education
Volume	12
Issue	4
Start Page	452-464
Date Published	December/2013
Type of Article	Original article
ISSN	1648-3898
Other Numbers	ICID: 1067192
Keywords	Alternative Assessment, preservice teacher education, self-efficacy
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.
URL	http://oaji.net/articles/2015/987-1425809148.pdf
DOI	10.33225/jbse/13.12.452
Refereed Designation	Refereed
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