The Role of Co-Teaching in the Development of Science Teachers’ STEM Teaching Efficacy Beliefs

Tarkın Çelikkıran A., Tüysüz M., Kondakçı E., Dinç D.

THE 15TH CONFERENCE OF THE EUROPEAN SCIENCE EDUCATION RESEARCH ASSOCIATION (ESERA 2023), Nevşehir, Türkiye, 28 Ağustos - 01 Eylül 2023, ss.605

  • Yayın Türü: Bildiri / Özet Bildiri
  • Basıldığı Şehir: Nevşehir
  • Basıldığı Ülke: Türkiye
  • Sayfa Sayıları: ss.605
  • Van Yüzüncü Yıl Üniversitesi Adresli: Evet

Özet

Abstract The purpose of this study was to examine the role of co-teaching practice in developing inservice 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, coteaching is a promising practice for enhancing teachers’ STEM teaching efficacy beliefs.