Asia-Pacific Forum on Science Learning and Teaching, Volume 7, Issue 2, Article 2 (Dec., 2006) Heba EL-DEGHAIDY An investigation of pre-service teacher’s self-efficacy and self-Image as a science teacher in Egypt Previous Contents

Appendix

Appendix (I) DASTT-C Score Sheet*

I.                   TEACHER Activity          Demonstrating, Experiment/Activity          Lecturing/Giving Directions (teacher talking)          Using Visual Aids (chalkboard, overhead, and charts)   Position          Centrally located (head of class)          Erect Posture (not sitting or bending down)   II.                STUDENTS   Activity          Watching and Listening (or so suggested by teacher behavior)          Responding to Teacher/Text Questions   Position          Seated (or so suggested by classroom furniture)   III.             ENVIRONMENT   Inside   Desks are arranged in rows (more than one row)   Teacher desk/table is located at the front of the room   Laboratory organization (equipment on teacher desk or table)   Symbols of Teaching (ABC’s, chalkboard, bulletin boards, etc.)   Symbols of Science Knowledge (science equipment, lab instruments, wall charts, etc.)             TOTAL SCORE (PARTS I + II + III) =

*(Thomas, et. al., 2001)

Appendix (2) Drawings' of Pre-service teachers

1) DASTT-C illustrations rated as ‘teacher- centred’   2) DASTT-C illustrations rated as ‘student- centred’

 

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