THE 15TH CONFERENCE OF THE EUROPEAN SCIENCE EDUCATION RESEARCH ASSOCIATION (ESERA 2023), Nevşehir, Turkey, 28 August - 01 September 2023, pp.605
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.