IMPROVING PRESERVICE SCIENCE TEACHERS' SELF-EFFICACY ABOUT THE USE OF ALTERNATIVE ASSESSMENT: IMPLICATION FOR THEORY AND PRACTICE


TATAR N. , BULDUR S.

JOURNAL OF BALTIC SCIENCE EDUCATION, vol.12, no.4, pp.452-464, 2013 (Journal Indexed in SSCI) identifier identifier

  • Publication Type: Article / Article
  • Volume: 12 Issue: 4
  • Publication Date: 2013
  • Title of Journal : JOURNAL OF BALTIC SCIENCE EDUCATION
  • Page Numbers: pp.452-464

Abstract

In this study, a teaching program was designed to improve preservice teachers' self-efficacy about the use of alternative assessment. The teaching program has three stages: workshop, observation, and teaching. Preservice teachers' opinions about the contribution of the teaching program to their professional development and the effect of the program on their self-efficacy were determined Data was collected through a survey, students' reflective journal, and interview. Results show that preservice teachers had understanding about alternative assessment and positive opinions about the teaching program. Furthermore, their self-efficacy toward use of the alternative assessment improved. The teaching program had positive contributions to preservice teachers' professional development.