Effects of Video-Supported Expertise-
Based Training (XBT) on Preservice
Science Teachers’ Self-Efficacy Beliefs

Hatice Sancar-Tokmak

doi:10.12973/eurasia.2013.924a

Effects of Video-Supported Expertise- Based Training (XBT) on Preservice Science Teachers’ Self-Efficacy Beliefs

Full Text (PDF)

Hatice Sancar-Tokmak ¹ ^*

More Detail

¹ Mersin University, TURKEY^* Corresponding Author

Abstract

This study investigated the effects of expertise-based training (XBT) supported with videos including expert teachers’ shared experiences in a real class environment on preservice science teachers’ science teaching self-efficacy, in addition to their perceptions on the effects of XBT. The participants were 32 preservice science teachers registered for Methods of Teaching Science I. The methodology of the study was concurrent triangulation mixed methods research design. The data were collected through the Science Teaching Efficacy Belief Instrument (STEBI), open-ended questionnaires following experts’ videos, observations, and interviews. During analysis, a paired t-test wasconducted for quantitative data, and open coding analysis was applied for qualitative data. The quantitative results showed that after the intervention, science teaching efficacy beliefs increased. Moreover, the qualitative data showed that preservice science teachers learned a great deal about the application of teaching methods.

Keywords

expertise-based traning
XBT
teaching efficacy
science education
beliefs

License

This is an open access article distributed under the Creative Commons Attribution License which permits unrestricted use, distribution, and reproduction in any medium, provided the original work is properly cited.

Article Type: Research Article

EURASIA J Math Sci Tech Ed, Volume 9, Issue 2, 2013, 131-141

https://doi.org/10.12973/eurasia.2013.924a

Publication date: 14 Dec 2013

Article Views: 2037

Article Downloads: 867

Open Access References How to cite this article

References

Bandura, A. (1997). Self-efficacy: The exercise of control. New York: Freeman.
Bong, M. (1999). Personal factors affecting the generality of academic self-efficacy judgments. The Journal of Experimental Education, 67(4), 315-331.
Creswell, J. W., & Clark, V. L. P. (2007). Designing and conducting mixed methods research. Thousand Oaks, CA: Sage Publications.
Cohen, J. (1988). Statistical power analysis for the behavioral sciences (2nd ed.). New Jersey: Lawrence Erlbaum Associates.
Darling-Hammond, L. (2000). How teacher education matters. Journal of Teacher Education, 51(3), 166-173.
Dembo, M. H., & Gibson, S. (1985). Teachers' sense of efficacy: An important factor in school improvement. The Elementary School Journal, 86(2), 173-184.
Denizoğlu, P. (2008). Fen bilgisi öğretmen adaylarının fen bilgisi öğretimi öz-yeterlik inanç düzeyleri, öğrenme stilleri ve fen bilgisi öğretimine yönelik tutumları arasındaki ilişkinin değerlendirilmesi. (Unpublished doctoral dissertation). Çukurova University, Adana.
Ertmer, P. A., Conklin, D., & Lewandowski, J. (2001). Increasing preservice teachers' capacity for technology integration through use of electronic models. Presented at the Annual Meeting of National Convention of the Association for Educational Communications and Technology, Atlanta, GA.
Ertmer, P. A., Stepich, D. A., Flanagan, S., KocamanKaroglu, A., Reiner, C., Reyes, L., … & Ushigusa, S. (2009). Impact of guidance on the problem-solving efforts of instructional design novices. Performance Improvement Quarterly, 21(4), 117-132.
Fadde, P. J. (2009). Expertise-based training: Getting more learners over the bar in less time. Technology, Instruction, Cognition and Learning, 7, 171-197.
Fadde, P. J. (2010, January). Look 'ma, no hands: part-task training of perceptual-cognitive skills to accelerate psychomotor expertise. In The Interservice/Industry Training, Simulation & Education Conference (I/ITSEC).(Vol. 2010, No. 1). National Training Systems Association.
Fadde, P. J. & Klein, G. A. (2010). Deliberate performance: Accelerating expertise in natural settings. International Society for Performance Improvement, 49(9), 5-14. DOI: 10.1002/pfi.20175
Fraenkel J. R., & Wallen N. E. (2000). How to design and evaluate research in education. New York: McGraw-Hill Higher Education.
Gibson, S., & Dembo, M. H. (1984). Teacher efficacy: a construct validation. Journal of Educational Psychology, 76(4), 569–582.
Hoy, A. W., & Spero, R. B. (2005). Changes in teacher efficacy during the early years of teaching: A comparison of four measures. Teaching and Teacher Education, 21, 343–356.
Ifenthaler, D. (2009). Model-based feedback for improving expertise and expert performance. Technology, Instruction, Cognition and Learning, 7(2), 83-101.
Korthagen, F., Loughran, J., & Russell, T. (2006). Developing fundamental principles for teacher education programs and practices. Teaching and Teacher Education, 22(8), 1020- 1041.
Miles M.B., & Huberman A.M. (1994). Qualitative data analysis: A sourcebook of new methods. Newbury Park, CA: Sage.
Ozkan, O., Tekkaya, C., & Cakıroğlu, J. (2002). Fen bilgisi aday öğretmenlerin fen kavramlarını anlama düzeyleri, fen öğretimine yönelik tutum ve öz yeterlik inançları. Presented at the Fen ve Matematik Congress, Ankara.
Pajares, F. M. (1996). Self-efficacy beliefs and mathematical problem-solving of gifted students. Contemporary Educational Psychology, 21, 325–344. doi:10.1006/ceps.1996.0025.
Riggs, M. I., & Enochs, L. G. (1990). Toward the development of elementary teacher’s science teaching efficacy belief instrument. Science Education, 74(6), 625– 637. doi:10.1002/sce.3730740605
Sancar Tokmak, H., & Karakus, T. (2011). ICT pre-service teachers’ opinions about the contribution of initial teacher training to teaching practice. Contemporary Educational Technology, 2(4), 319-332.
Sancar Tokmak, H., & Incikabi, L. (2012). Understanding expertise-based training effects on the software evaluation process of Mathematics Education teachers. Educational Media International Journal, 49(4), 277-288. Doi: 10.1080/09523987.2012.741198.
Sancar Tokmak, H., Incikabi, L., & Yanpar Yelken, T. (2012). Differences in the educational software evaluation process for experts and novice students. Australasian Journal of Educational Technology, 28(8), 1283–1297.
Stepich, D. A., & Ertmer, P. A. (2009). Teaching instructional design expertise: Strategies to support students’ problem-finding skills. Technology, Instruction, Cognition and Learning, 7, 147-170.
Yılmaz, H., & Huyugüzel Çavaş, P. (2008). The effect of the teaching practice on pre-service elementary teachers’ science teaching efficacy and classroom management beliefs. Eurasia Journal of Mathematics, Science & Technology Education, 4(1), 45-54.
Yilmaz-Tuzun, O., & Ozgelen, S. (2012). Preservice science teachers’ reflections about application ofsScience process skills: A case study. Education and Science, 37(164), 126-136.
Zengin, K. U. (2003). İlköğretim öğretmenlerinin öz-yeterlik algıları ve sınıf-içi iletişim örüntüleri. Unpublished master’s thesis. Dokuz Eylül University, İzmir.
Ward, P., Suss, J., & Basevitch, I. (2009). Expertise and expert performance-based training (ExPerT) in complex domains. Technology, Instruction, Cognition and Learning, 7, 121–146.

How to cite this article

APA

Sancar-Tokmak, H. (2013). Effects of Video-Supported Expertise- Based Training (XBT) on Preservice Science Teachers’ Self-Efficacy Beliefs. Eurasia Journal of Mathematics, Science and Technology Education, 9(2), 131-141. https://doi.org/10.12973/eurasia.2013.924a

Vancouver

Sancar-Tokmak H. Effects of Video-Supported Expertise- Based Training (XBT) on Preservice Science Teachers’ Self-Efficacy Beliefs. EURASIA J Math Sci Tech Ed. 2013;9(2):131-41. https://doi.org/10.12973/eurasia.2013.924a

AMA

Sancar-Tokmak H. Effects of Video-Supported Expertise- Based Training (XBT) on Preservice Science Teachers’ Self-Efficacy Beliefs. EURASIA J Math Sci Tech Ed. 2013;9(2), 131-141. https://doi.org/10.12973/eurasia.2013.924a

Chicago

Sancar-Tokmak, Hatice. "Effects of Video-Supported Expertise- Based Training (XBT) on Preservice Science Teachers’ Self-Efficacy Beliefs". Eurasia Journal of Mathematics, Science and Technology Education 2013 9 no. 2 (2013): 131-141. https://doi.org/10.12973/eurasia.2013.924a

Harvard

Sancar-Tokmak, H. (2013). Effects of Video-Supported Expertise- Based Training (XBT) on Preservice Science Teachers’ Self-Efficacy Beliefs. Eurasia Journal of Mathematics, Science and Technology Education, 9(2), pp. 131-141. https://doi.org/10.12973/eurasia.2013.924a

MLA

Sancar-Tokmak, Hatice "Effects of Video-Supported Expertise- Based Training (XBT) on Preservice Science Teachers’ Self-Efficacy Beliefs". Eurasia Journal of Mathematics, Science and Technology Education, vol. 9, no. 2, 2013, pp. 131-141. https://doi.org/10.12973/eurasia.2013.924a