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pp. 269-279 | Article Number: ijese.2019.023
Published Online: July 30, 2019
Abstract
This study involved both instructional tool and learning tasks used for examining the entry level capability of newly qualified science and technology teachers (henceforth, NQSTTs). Utilizing a quasi-experimental design, the study included 106 NQSTTs, experimental group (N = 54) and control group (N = 52) exposed to a three-month professional qualifying examination (PQE) program. Instruments such as Science Achievement Test (SAT), Technology Achievement Test (TAT), Integrated Science, Technology and Society Test (ISTST) and Micro-teaching Practice were used to measure the NQSTTs’ entry level capability. All tests had versions of pretest and posttest and were administered to both groups at the start, and at the end of the study. Significant changes in teachers’ entry level capability were identified through repeated measures ANOVA tests run for each test at the significant level of .05. Results indicated that teachers’ entry level capability relatively improved than expected, most probably as a result of the type of preparation they received. It is hoped that these findings may help to show interesting differences in programs aimed at preparing teachers for certification/induction. Didactic implications for science and technology education are discussed.
Keywords: science, technology, society, teachers, process skills, traits, ability
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