Promoting Field Trip Confidence: Teachers Providing Insights for Pre-Service Education

Autor/inn/en	Ateskan, Armagan; Lane, Jennie F.
Titel	Promoting Field Trip Confidence: Teachers Providing Insights for Pre-Service Education
Quelle	In: European Journal of Teacher Education, 39 (2016) 2, S.190-201 (12 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0261-9768
DOI	10.1080/02619768.2015.1113252
Schlagwörter	Field Trips; Private Colleges; Preservice Teacher Education; Teacher Education Programs; Program Descriptions; Biology; Science Teachers; Science Instruction; Case Studies; Program Evaluation; Foreign Countries; Self Esteem; Alumni; Teacher Attitudes; Surveys; Turkey + Suchen Sie Ihr Suchwort? Exkursion; Privathochschule; Lehramtsstudiengang; Lehrerausbildung; Biologie; Science; Teacher; Teachers; Science teacher; Wissenschaft; Lehrer; Lehrerin; Lehrende; Teaching of science; Science education; Natural sciences Lessons; Naturwissenschaftlicher Unterricht; Case study; Fallstudie; Case Study; Programme evaluation; Programmevaluation; Ausland; Self-esteem; Selbstaufmerksamkeit; Lehrerverhalten; Survey; Umfrage; Befragung; Türkei
Abstract	Pre-service teachers need experiences in practical matters as a part of field trip preparations programmes. For 14 years, a private, non-profit university in Turkey has involved pre-service teachers in field trip planning, implementation and evaluation. A programme assessment was conducted through a case study to examine the long-term effects of pre-service field trip preparation. Through a survey created for the study, teachers shared their field trip activities and reported confidence levels. The survey was administered to 44 alumni of the biology education department with a response rate of 72.7% (N = 32). This study will help researchers learn which programme areas need to be improved and can serve as a model for other institutions interested in evaluating field trip preparation programmes. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01