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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
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
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  Data: Using Microteaching to Improve Preservice Elementary Teachers' Physical Science Content Knowledge
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  Data: 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
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  Data: <searchLink fieldCode="DE" term="%22Texas%22">Texas</searchLink>
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  Data: 1087-3430
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  Data: 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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      – Text: English
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        PageCount: 16
        StartPage: 16
    Subjects:
      – SubjectFull: Microteaching
        Type: general
      – SubjectFull: Preservice Teacher Education
        Type: general
      – SubjectFull: Preservice Teachers
        Type: general
      – SubjectFull: Elementary School Teachers
        Type: general
      – SubjectFull: Physical Sciences
        Type: general
      – SubjectFull: Pedagogical Content Knowledge
        Type: general
      – SubjectFull: Science Instruction
        Type: general
      – SubjectFull: Methods Courses
        Type: general
      – SubjectFull: Teacher Certification
        Type: general
      – SubjectFull: Licensing Examinations (Professions)
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      – SubjectFull: Elementary School Science
        Type: general
      – SubjectFull: Texas
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      – TitleFull: Using Microteaching to Improve Preservice Elementary Teachers' Physical Science Content Knowledge
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            NameFull: Subramaniam, Karthigeyan
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            NameFull: Pope, Elisabeth
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