A comparative study of knowledge, beliefs, and opportunities to learn afforded to physical science B.Ed students
Domaine:
educationType de record:
paper
Créateur:
DavLOY
Éditeur:
Aca
Hôte:
Since large-scale studies show country and institutional differences in the preparation of B.Ed students, there is growing interest in the determination of the opportunities-to-learn afforded to them and the effects thereof in South African universities and elsewhere. There are, however, few studies that provide a contextually nuanced view of the effects of teacher education programmes on B.Ed students. This study therefore compares opportunities-to-learn afforded to physical science B.Ed students and their levels of competence that include knowledge and beliefs at four South African universities. Quantitative analysis reveals that some universities afforded these students more opportunities-to-learn in agreement with the nature of these universities. Furthermore, some opportunities-to-learn afforded to B.Ed students are provisionally related to measures of beliefs but they are not related to knowledge measures. Our findings suggest that while the B.Ed students seem to be afforded sufficient opportunities-to-learn at some universities, this does not readily translate into higher levels of competence.
Similaires
A DESCRIPTIVE ANALYSIS OF PRESERVICE TEACHERS’ OPPORTUNITIES TO LEARN TO TEACH SCIENCE USING ICTS IN SOUTH AFRICAOpportunities to learn from ‘failure’ with electronic commerce: a case study of electronic bankingOnline Assessment of Scientific Reasoning Skills and Motivation to Learn Science among Grade 5 and 7 Students in Northern NamibiaSesotho subtitling: a possible vehicle to enhance Grade 12 physical science learning?Effectiveness of GeoGebra towards Students’ Active Learning, Performance and Interest to Learn MathematicsDominant misconceptions and alluvial flows between Engineering and Physical Science students