Pre-Service Teacher Experiences of the 5E Instructional Model: A Systematic Review of Qualitative Studies
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Texas Tech University, Lubbock, TX, USA
Publication date: 2021-07-19
EURASIA J. Math., Sci Tech. Ed 2021;17(8):em1994
This systematic review of qualitative studies was conducted to identify the factors that influence how pre-service science/math teachers implement the 5E instructional model and the challenges and barriers they face in doing so. Sixteen studies were identified in various electronic databases, and a meta-ethnography method was used to review the qualitative studies. The findings illustrate that the experiences of the pre-service teacher varied. Time, resources, method courses, training, field experience, beliefs, content knowledge, and classroom size were identified as influences on the practice of pre-service teachers. To sum up, this review provides a better understanding of pre-service teacher experiences in implementing the 5E instructional model.
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