Making learning visible: Developing preservice teachers' pedagogical content knowledge and teaching efficacy beliefs in environmental education

Recognizing that teaching efficacy beliefs influence pedagogical content knowledge, this study assesses the impact of a general methods course on preservice teachers' efficacy beliefs and instructional planning of environmental education content. The course used explicit and visible strategies...

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Published inApplied environmental education and communication Vol. 17; no. 1; pp. 41 - 56
Main Authors Richardson, Greer M., Byrne, Laurel L., Liang, Ling L.
Format Journal Article
LanguageEnglish
Published Philadelphia Routledge 02.01.2018
Taylor & Francis Ltd
Subjects
Beliefs
Case Studies
Communities of Practice
Education
Effectiveness
Environmental Education
Expectancy
Inquiry
Intervention
Methods Courses
Mixed Methods Research
Pedagogical Content Knowledge
Pedagogy
Preservice Teachers
Science education
Self Efficacy
Statistical Analysis
Teacher Education Programs
Teachers
Teaching
Teaching methods
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Abstract Recognizing that teaching efficacy beliefs influence pedagogical content knowledge, this study assesses the impact of a general methods course on preservice teachers' efficacy beliefs and instructional planning of environmental education content. The course used explicit and visible strategies to support pedagogical and content knowledge development. Repeated measures Analysis of Variances on the Environmental Education Self-Efficacy subscales, Personal Environmental Teaching Efficacy and Environmental Teaching Outcome Expectancy, revealed statistically significant pre-post improvements. Unit analysis noted preservice teachers' varied use of components of Park and Oliver's pedagogical content knowledge framework for science teaching. The impacts communities of practice have on preservice teacher development are discussed.
AbstractList Recognizing that teaching efficacy beliefs influence pedagogical content knowledge, this study assesses the impact of a general methods course on preservice teachers' efficacy beliefs and instructional planning of environmental education content. The course used explicit and visible strategies to support pedagogical and content knowledge development. Repeated measures Analysis of Variances on the Environmental Education Self-Efficacy subscales, Personal Environmental Teaching Efficacy and Environmental Teaching Outcome Expectancy, revealed statistically significant pre-post improvements. Unit analysis noted preservice teachers' varied use of components of Park and Oliver's pedagogical content knowledge framework for science teaching. The impacts communities of practice have on preservice teacher development are discussed.
Audience Higher Education
Author Liang, Ling L.
Byrne, Laurel L.
Richardson, Greer M.
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  fullname: Liang, Ling L.
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  organization: Education Department, La Salle University
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Cites_doi 10.1016/jsbspro.2010.12.131
10.1007/s10972-012-9303-2
10.1016/j.tate.2008.09.008
10.1007/s11165-011-9227-4
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10.1007/s11165-013-9378-6
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10.1007/978-3-319-16411-3_11
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Snippet Recognizing that teaching efficacy beliefs influence pedagogical content knowledge, this study assesses the impact of a general methods course on preservice...
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SubjectTerms Beliefs
Case Studies
Communities of Practice
Education
Effectiveness
Environmental Education
Expectancy
Inquiry
Intervention
Methods Courses
Mixed Methods Research
Pedagogical Content Knowledge
Pedagogy
Preservice Teachers
Science education
Self Efficacy
Statistical Analysis
Teacher Education Programs
Teachers
Teaching
Teaching methods
Title Making learning visible: Developing preservice teachers' pedagogical content knowledge and teaching efficacy beliefs in environmental education
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