Analyzing collective efficacy of preservice science teachers in science methods course

Atasoy, Volkan
This study was aimed to examine preservice teachers who work in the same group in terms of collective efficacy. The participants of this study were four preservice science teachers in third year of science teacher education program. This study was conducted in science methods course. In this course, the participants as a group were expected to prepare lesson plans according to newly learned science teaching methods during a semester. Interviews, observation, preservice teachers’ critique papers, lesson plans and STEBI-B were used to collect data. Except STEBI-B instruments, the other instruments were analyzed qualitatively. On the other hand, Wilcoxon Signed Rank test was carried out to analyze data from STEBI-B. Results of this study demonstrated that the group conducted collaborative work to prepare lesson plans. Secondly, it was found that the collective efficacy among group members were developed and improved continuously during the semester. Moreover, the group members mentioned that the sources of collective efficacy which are mastery experiences, vicarious experiences, verbal persuasion, and psychological and affective states played important role in the formation of group behavior. Finally, it was revealed that thanks to these sources of collective efficacy, group performance on preparation of lesson plan, personal science teaching efficacy, and science teaching outcome expectancy were enhanced. In the light of the results, science teacher educators and science teachers should take collective efficacy into consideration to design group work in the science education program or science lesson.


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Citation Formats
V. Atasoy, “Analyzing collective efficacy of preservice science teachers in science methods course,” Ph.D. - Doctoral Program, Middle East Technical University, 2016.