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

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Hatice Sancar-Tokmak ¹ ^*

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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: 1994

Article Downloads: 842

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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