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Journal of Early Childhood Teacher Education Volume 33, 2012 - Issue 4
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Articles

Preservice Early Childhood Teachers' Sense of Efficacy for Integrating Mathematics and Science: Impact of a Methods Course

Mesut Saçkes Necatibey School of Education, Balıkesir University, Balıkesir, TurkeyCorrespondence[email protected]
,
Lucia M. Flevares College of Education and Human Ecology, The Ohio State University, Columbus, Ohio, USA
,
Jennifer Gonya College of Education and Human Ecology, The Ohio State University, Columbus, Ohio, USA
&
Kathy Cabe Trundle College of Education and Human Ecology, The Ohio State University, Columbus, Ohio, USA
Pages 349-364 | Received 15 Aug 2011, Accepted 23 Jan 2012, Published online: 16 Nov 2012

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Konstantinos Lavidas, Irini Skopeliti, Konstantinos Zacharos & Efthimios-Panagiotis Panagiotounakos. (2023) Preservice preschool teachers’ mathematics experience and math anxiety on their beliefs about and attitudes toward teaching mathematics. Journal of Early Childhood Teacher Education 44:4, pages 962-979.
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Oktay Kızkapan. (2023) Student science teachers’ research self-efficacy: does it develop in a flipped course and predict achievement?. Interactive Learning Environments 0:0, pages 1-13.
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James Deehan, Amy MacDonald & Christopher Morris. (2022) A scoping review of interventions in primary science education. Studies in Science Education 0:0, pages 1-43.
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David González-Gómez, Jin Su Jeong & Florentina Cañada-Cañada. (2022) Enhancing science self-efficacy and attitudes of Pre-Service Teachers (PST) through a flipped classroom learning environment. Interactive Learning Environments 30:5, pages 896-907.
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Cara M. Djonko-Moore. (2022) Diversity education and early childhood teachers’ motivation to remain in teaching: an exploration. Journal of Early Childhood Teacher Education 43:1, pages 35-53.
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Elisa Oppermann, Theresia Hummel & Yvonne Anders. (2021) Preschool teachers’ science practices: associations with teachers’ qualifications and their self-efficacy beliefs in science. Early Child Development and Care 191:5, pages 800-814.
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Hasret Köklü Yaylacı & Refika Olgan. (2021) Investigating Early Childhood Preservice Teachers’ Personal Teaching Efficacy and Outcome-Expectancy Beliefs Regarding Education for Sustainable Development in Turkey. The Teacher Educator 56:1, pages 4-24.
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Gina Gresham & Caroline Burleigh. (2019) Exploring early childhood preservice teachers’ mathematics anxiety and mathematics efficacy beliefs. Teaching Education 30:2, pages 217-241.
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Mindy Kalchman & Richard H. Kozoll. (2017) Developing Distinct Mathematical and Scientific Pedagogical Content Knowledge in an Early Childhood Dual-Content Methods Course: An Alternative to Integration. Action in Teacher Education 39:1, pages 10-21.
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Mindy Kalchman & Richard Kozoll. (2016) Dis-integrating mathematics and science in early childhood methods courses: Encouraging discrete content-area proficiency. Journal of Early Childhood Teacher Education 37:1, pages 61-75.
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Heather Rogers Haverback & Scot McNary. (2015) Shedding Light on Preservice Teachers' Domain-Specific Self-Efficacy. The Teacher Educator 50:4, pages 272-287.
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Mesut Saçkes. (2013) Children's Competencies in Process Skills in Kindergarten and Their Impact on Academic Achievement in Third Grade. Early Education and Development 24:5, pages 704-720.
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Articles from other publishers (19)

Elif BULDU. (2023) Changes in Pre-service ECE Teachers’ Self-Confidence in Science Teaching Through Teaching Practice CourseOkul Öncesi Öğretmen Adaylarının Öğretmenlik Uygulaması Yoluyla Fen Öğretimine Yönelik Özgüvenlerindeki Değişim. Ankara Universitesi Egitim Bilimleri Fakultesi Dergisi.
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Hongbiao Yin, Winnie Wing Yi Tam & Elaine Lau. (2023) Happy teachers are efficacious and committed, but not vice versa: Unraveling the longitudinal relationships between Hong Kong kindergarten teachers’ psychological well-being, self-efficacy, and commitment. Teaching and Teacher Education 123, pages 103997.
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Aisling Leavy, Annette Hessen Bjerke & Mairéad Hourigan. (2022) Prospective primary teachers’ efficacy to teach mathematics: measuring efficacy beliefs and identifying the factors that influence them. Educational Studies in Mathematics 112:3, pages 437-460.
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Fulden Guler-Nalbantoglu. 2023. Handbook of Research on Interdisciplinarity Between Science and Mathematics in Education. Handbook of Research on Interdisciplinarity Between Science and Mathematics in Education 243 262 .
Félix Yllana-Prieto, David González-Gómez & Jin Su Jeong. (2023) Influence of two educational Escape Room– Breakout tools in PSTs’ affective and cognitive domain in STEM (science and mathematics) courses. Heliyon 9:1, pages e12795.
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Hongbiao Yin, Winnie Wing Yi Tam & Elaine Lau. (2022) Examining the relationships between teachers’ affective states, self-efficacy, and teacher-child relationships in kindergartens: An integration of social cognitive theory and positive psychology. Studies in Educational Evaluation 74, pages 101188.
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Jin Su Jeong & David González-Gómez. (2022) Mathematics self-belief comparison and examination of pre-service teacher (PST) through a flipped-open calculation based on numbers (ABN) learning method. Heliyon 8:7, pages e09806.
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Ali Yigit Kutluca & Nilay Mercan. (2022) Exploring the Effects of Preschool Teachers’ Epistemological Beliefs on Content-Based Pedagogical Conceptualizations and PCK Integrations towards Science Teaching. European Journal of Science and Mathematics Education 10:2, pages 170-192.
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Zehra ÇAKIR & Sema ALTUN YALÇIN. (2021) Montessori Yaklaşımı Temelli STEM Etkinliklerinin Öğretmen Adaylarının Fene ve Fen Öğretimine Yönelik Tutumlarına Etkisi. OPUS Uluslararası Toplum Araştırmaları Dergisi 17:35, pages 1895-1924.
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Jin Su Jeong, David González-Gómez, María Carmen Conde-Núñez, José Samuel Sánchez-Cepeda & Félix Yllana-Prieto. (2021) Improving Climate Change Awareness of Preservice Teachers (PSTs) through a University Science Learning Environment. Education Sciences 11:2, pages 78.
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Pey-Tee Oon, Bi Ying Hu & Bing Wei. (2019) Early childhood educators’ attitudes toward science teaching in Chinese schools. Australasian Journal of Early Childhood 44:4, pages 423-435.
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Elisa Oppermann, Martin Brunner & Yvonne Anders. (2019) The interplay between preschool teachers' science self-efficacy beliefs, their teaching practices, and girls' and boys' early science motivation. Learning and Individual Differences 70, pages 86-99.
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Sandra M Linder & Amber Simpson. (2017) Towards an understanding of early childhood mathematics education: A systematic review of the literature focusing on practicing and prospective teachers. Contemporary Issues in Early Childhood 19:3, pages 274-296.
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Heather Rogers Haverback. (2017) Why don’t we teach social studies? Preservice teachers’ social studies self-efficacy. Social Studies Research and Practice 12:3, pages 245-257.
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Song A. An. (2016) Preservice teachers’ knowledge of interdisciplinary pedagogy: the case of elementary mathematics–science integrated lessons. ZDM 49:2, pages 237-248.
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Dongryeul Kim & Molly Bolger. (2016) Analysis of Korean Elementary Pre-Service Teachers’ Changing Attitudes About Integrated STEAM Pedagogy Through Developing Lesson Plans. International Journal of Science and Mathematics Education 15:4, pages 587-605.
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James DeehanJames Deehan. 2017. The Science Teaching Efficacy Belief Instruments (STEBI A and B). The Science Teaching Efficacy Belief Instruments (STEBI A and B) 7 43 .
양수영. (2013) Development of the brain-based instructional model for promoting pre-service teacher’s attitudes toward science teaching and a meta-analysis- A preliminary study for the development of the brain-based science instructional model -. Korean Journal of Early Childhood Education 33:6, pages 39-63.
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Lucia M. Flevares & Jamie R. Schiff. 2013. Learning Across the Early Childhood Curriculum. Learning Across the Early Childhood Curriculum 33 56 .

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