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

Date

2023-08-28

Author

Tarkın Çelikkıran, Ayşegül
Tüysüz, Mustafa
Kondakçı, Esen
Dinç, Deniz

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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.

URI

https://hdl.handle.net/11511/111773

Conference Name

15th Biennial Conference of the European Science Education Research Association (ESERA)

Collections

Department of Mathematics and Science Education, Conference / Seminar

Citation Formats

A. Tarkın Çelikkıran, M. Tüysüz, E. Kondakçı, and D. Dinç, “The role of co-teaching in the development of science teachers’ stem teaching efficacy beliefs.,” presented at the 15th Biennial Conference of the European Science Education Research Association (ESERA), Nevşehir, Türkiye, 2023, Accessed: 00, 2024. [Online]. Available: https://hdl.handle.net/11511/111773.