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

TitleIMPROVING PRESERVICE SCIENCE TEACHERS’ SELF-EFFICACY ABOUT THE USE OF ALTERNATIVE ASSESSMENT: IMPLICATION FOR THEORY AND PRACTICE
Publication TypeJournal Article
Year of Publication2013
AuthorsTatar, N, Buldur, S
JournalJournal of Baltic Science Education
Volume12
Issue4
Start Page452-464
Date PublishedDecember/2013
Type of ArticleOriginal article
ISSN1648-3898
Other NumbersICID: 1067192
KeywordsAlternative 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.

URLhttp://journals.indexcopernicus.com/abstract.php?icid=1067192
Refereed DesignationRefereed
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