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    Preservice Student Teachers’ Attitudes Towards Chemistry Teaching: The Case Of Egerton University, Kenya

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    Date
    2003-11
    Author
    Muchiri, D.R.
    Wachanga, S.W
    Ngari, M
    Type
    Article
    Metadata
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    Abstract
    The purpose of this study was to determine the attitudes held by pre-service chemistry student teachers. A survey was conducted on Egerton University students in the 2002/2003 academic year. The sample included all the Bachelor of Education (Science) pre-service chemistry students. These students had just covered the Chemistry Subject Methods course and were about to start their teaching practice programme. The sample consisted of 71 male and 34 female student teachers, making a total of 105 respondents. A modified Chemistry Teachers’ Attitudes Questionnaire (CTAQ) for measuring chemistry teachers’ attitudes towards teaching was developed and used for data collection. Data were analysed using descriptive statistics, t-test and Analysis of Variance (ANOVA). The results show that pre-service chemistry student teachers have high positive attitudes towards teaching. Student teachers’ gender and subject combination have no influence on their attitudes towards chemistry teaching. These findings suggest that the current teacher training approach at Egerton University should be maintained and enriched.
    Full Text Links
    Wachanga, Samuel W, Ngari, Mwaniki & Muchiri, D.R (2003) Preservice Student Teachers’ Attitudes Towards Chemistry Teaching: The Case Of Egerton University, Kenya, ZJER vol. 15,no.3. Harare, Mt. Pleasant: HRRC
    1013-3445
    http://opendocs.ids.ac.uk/opendocs/handle/123456789/5376
    URI
    http://hdl.handle.net/10646/1962
    Publisher
    Human Resources Research Centre (HRRC); University of Zimbabwe
    Subject
    Education
    Science and Society
    xmlui.dri2xhtml.METS-1.0.item-rights
    http://creativecommons.org/licenses/by-nc-nd/3.0/

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