Improving preservice science teachers' self-efficacy about the use of alternative assessment: Implication for theory and practice

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dc.contributor.authorTatar, Nilgün
dc.contributor.authorBuldur, Serkan
dc.date.accessioned2024-10-26T17:54:26Z
dc.date.available2024-10-26T17:54:26Z
dc.date.issued2013
dc.departmentSivas Cumhuriyet Üniversitesi
dc.description.abstractIn 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.
dc.identifier.endpage464
dc.identifier.issn1648-3898
dc.identifier.issue4
dc.identifier.scopus2-s2.0-84900521995
dc.identifier.scopusqualityQ2
dc.identifier.startpage452
dc.identifier.urihttps://hdl.handle.net/20.500.12418/27200
dc.identifier.volume12
dc.indekslendigikaynakScopus
dc.language.isoen
dc.publisherE-flow PDF Range Management Society of India
dc.relation.ispartofJournal of Baltic Science Education
dc.relation.publicationcategoryMakale - Uluslararası Hakemli Dergi - Kurum Öğretim Elemanı
dc.rightsinfo:eu-repo/semantics/closedAccess
dc.subjectAlternative assessment; Preservice teacher education; Self-efficacy
dc.titleImproving preservice science teachers' self-efficacy about the use of alternative assessment: Implication for theory and practice
dc.typeArticle

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