Impact of microteaching practices based on cooperative learning on pre-service science teachers' science teaching efficacy beliefs and their beliefs about implementing cooperative learning in science teaching

The aim of this study is to investigate the effect of microteaching practices based on cooperative learning on the self-efficacy of preservice science teachers in science teaching and their beliefs about implementing cooperative learning in science teaching. In the study, nonequivalent control group design, a quasi-experimental design, was used. This research was carried out in the fall semester of the 2018-2019 academic year with a total of 64 senior preservice science teachers from a large university in Adana. In the experimental group (N=31), microteaching practices based on cooperative learning was implemented while inquiry-based learning activities were used for microteaching practices in the control group (N=33) in the context of a science teaching methods course. Quantitative and qualitative data collection methods were used. Quantitative data was collected through "Science Teaching Efficacy Belief Instrument - Form B (STEBI-B)". In addition, the "Cooperative Learning in Science Education Questionnaire (CLSEQ)" provided both quantitative and qualitative data. STEBI-B and the CLSEQ were applied as pre-test and post-test. In addition, after the experimental process, semi-structured interviews were conducted with 12 prospective teachers selected from the experimental and control groups in order to examine their views on the applications of the cooperative learning and inquiry-based learning methods in detail. One-way MANOVA was performed to analyze data collected by pre and post-STEBI-B. Content analysis was used to analyze semi structured interviews and the open-ended items of the CLSEQ. In addition, the answers to Yes/No questions in the CLSEQ were compared for experimental and control group using frequencies to reveal the current tendencies of the participants towards using cooperative learning methods in science teaching. According to the results, there was no statistically significant difference between the experimental and the control group students in terms of their both pre-STEBI-B scores. However, it was observed that both groups' Sciece Teaching Outcome Expectancy scores increased after the microteaching applications. The results of students' cooperative learning definitions through CLSEQ indicated that almost half of the students in the experimental group provided complete definitions while majority of the control group students presented incomplete definitions. Comparison of cooperative learning definitions implies that students in the experimental group understood the existence and content of common goals in cooperative group work better. Based on the results of the answers to Yes/No type items in CLSEQ, most participants believed that it is possible to successfully implement cooperative learning in science teaching environments. Participants in the experimental group believed that applying cooperative learning in science teaching successfully compared to the control group would make a difference in career development. In addition, the experimental group believes that prospective teachers in the science education group can evaluate the students fairly by applying the collaborative learning method in science education. In addition, they believe that it is a good method to increase the chances of advancing in career and that student with low achievement level learn through high achievement students. According to the results of interviews on students perceptions about inquiry-based learning, the Students in the experimental group understtod the inquiry process better than the ones in the control group. They also believed that using cooperative learning is necessary while implementing cooperative learning in the classroom. The results of the interviews on students perceptions about cooperative showed that Students in the experimental group were aware of the basic elements of cooperative learning and the gains of cooperative learning in terms of understanding and skill development more than the students in control group. The Students in both groups also believed that microteaching practices supported their career development.