The Role of Field Experience in Elementary Preservice Teachers' Self-Efficacy and Ability to Connect Research to Practice.

By J. McDonnough, J. J. Matkins. 2010

121 citations recorded by the source corpus.

Subfields: Education, General Agricultural and Biological Sciences, Visual Arts and Performing Arts

View Paper: https://www.semanticscholar.org/paper/e9af914bcd677f7058f46d2ac3f85bbc01f9b423

How researchers see this paper

The researchers whose trusted networks rank it highest, strongest advocate first. Every researcher gets a different order.

In Education

1. B. Marcum
2. Christl Messerschmidt-Yates
3. Ingrid M. Flores
4. A. Mark
5. J. Mintzes

In General Agricultural and Biological Sciences

1. Ingrid M. Flores
2. J. Mintzes

In Visual Arts and Performing Arts

1. Ingrid M. Flores

Citations in the corpus

• Enhancing Self-Efficacy in Elementary Science Teaching With Professional Learning Communities (2013, background): “2006), scaffolded, student-directed inquiry (Liang and Richardson 2009), early field experiences in science teaching (Cannon and Scharmann 1996; McDonnough and Matkins 2010), and hands on science activities (Bleicher 2007).”
• Developing Preservice Teachers' Self-Efficacy through Field-Based Science Teaching Practice with Elementary Students. (2015, background): “McDonnough and Matkins (2010) examined the effects of embedded, concurrent field experiences in science methods courses when compared to science methods courses without an Research in Higher Education Journal, Volume 27 – January, 2015 Developing preservice teachers', Page 6 embedded field…”
• Reconceptualizing the Sources of Teaching Self-Efficacy: a Critical Review of Emerging Literature (2016, unknown): “One possibility is to embed methods courses in a teaching practicum supervised by the professor, which McDonnough and Matkins (2010) found to be effective in improving preservice teachers’ science teaching self-efficacy.”