Using Microteaching to Improve Preservice Elementary Teachers' Physical Science Content Knowledge
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| Title: | Using Microteaching to Improve Preservice Elementary Teachers' Physical Science Content Knowledge |
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| Language: | English |
| Authors: | Long, Christopher Sean, Harrell, Pamela Esprivalo, Subramaniam, Karthigeyan, Pope, Elisabeth |
| Source: | Electronic Journal of Science Education. 2019 23(4):16-31. |
| Availability: | Southwestern University and Texas Christian University. TCU Box 297900, Fort Worth, TX 76129. Tel: 817-257-6115; e-mail: ejse@southwestern.edu; Web site: http://ejse.southwestern.edu |
| Peer Reviewed: | Y |
| Page Count: | 16 |
| Publication Date: | 2019 |
| Document Type: | Journal Articles Reports - Research |
| Education Level: | Higher Education Postsecondary Education Elementary Education |
| Descriptors: | Microteaching, Preservice Teacher Education, Preservice Teachers, Elementary School Teachers, Physical Sciences, Pedagogical Content Knowledge, Science Instruction, Methods Courses, Teacher Certification, Licensing Examinations (Professions), Elementary School Science |
| Geographic Terms: | Texas |
| ISSN: | 1087-3430 |
| Abstract: | This study examined the impact of microteaching experiences of preservice elementary teachers enrolled in a science teaching methods course. The microteaching lessons targeted the physical science concepts represented in the Texas Educational Agency's exam for early childhood through sixth grade teacher certification. The results of this study demonstrate that targeting preservice elementary teachers' specific areas of weakness in content through microteaching, feedback, and reflection can have a positive impact on the science subject teacher certification exam passing rate. Additionally, this type of intervention provides preservice teacher programs with another technique to improve science content understanding. |
| Abstractor: | As Provided |
| Entry Date: | 2019 |
| Accession Number: | EJ1231647 |
| Database: | ERIC |
| Abstract: | This study examined the impact of microteaching experiences of preservice elementary teachers enrolled in a science teaching methods course. The microteaching lessons targeted the physical science concepts represented in the Texas Educational Agency's exam for early childhood through sixth grade teacher certification. The results of this study demonstrate that targeting preservice elementary teachers' specific areas of weakness in content through microteaching, feedback, and reflection can have a positive impact on the science subject teacher certification exam passing rate. Additionally, this type of intervention provides preservice teacher programs with another technique to improve science content understanding. |
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| ISSN: | 1087-3430 |
