Impact of microteaching practices based on cooperative learning on pre-service science teachers’ science teaching efficacy beliefs.

Yıldız G., Taştan Kırık Ö.

International Conference on Science, Mathematics, Entrepreneurship and Technology Education (FMGTEK) , İzmir, Turkey, 12 - 14 April 2019, pp.164-165

  • Publication Type: Conference Paper / Summary Text
  • City: İzmir
  • Country: Turkey
  • Page Numbers: pp.164-165
  • Çukurova University Affiliated: Yes


The purpose of this study is to investigate the effect of Cooperative Learning-based Microteaching (CLM) on preservice science teachers’ science teaching efficacy beliefs. Nonequivalent control group design was used. 64 preservice teachers, 33 from control and 31 from experimental group, participated in the study. In the control group, preservice teachers planed and implemented lessons based on constructivist approach while in the experimental group, the lessons were expected to be designed and taught through cooperative learning. Science Teaching Efficacy Belief Instrument Form B (STEBI-B) involving two factors as “personal science teaching efficacy” and “science teaching outcome expectancy” was used to measure the participants’ science teaching self-efficacy. It was administered as pre and post-test to the groups. Pre- and post-STEBI-B scores were analyzed through MANOVA. In addition, the participants were expected to define cooperative learning in written form after the treatment. The answers of the students were analyzed by content analysis. The groups were compared according to the percentage of these categories observed. Based on the results, there was no significant difference between the groups in terms of pre-STEBI-B scores, F(2,61)=0.352, p˃0.05 Wilks’ Lambda =0.989 and post-STEBI-B results, F(2,61)=0.8, p˃0.05 Wilks’ Lambda =0.974, partial η2=0.026. However, outcome expectancy scores of both groups were increased after the microteaching. According to the analysis of definitions, almost half of the students in the experimental group (45.2%) provided complete definitions while majority of the control group students (69.7%) presented incomplete definitions. In conclusion, CLM has no effect on preservice teachers’ science teaching self-efficacy compared to microteaching involving constructivist lessons. However, both pedagogies improved participants’ outcome expectancy. Comparison of cooperative learning definitions implies that students in the experimental group understood the existence and content of common goals in cooperative group work better.