Pre-Service Teacher Experiences of the 5E Instructional Model: A Systematic Review of Qualitative Studies
Serife Turan 1 *
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1 Texas Tech University, Lubbock, TX, USA
* Corresponding Author

Abstract

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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This is an open access article distributed under the Creative Commons Attribution License which permits unrestricted use, distribution, and reproduction in any medium, provided the original work is properly cited.

Article Type: Literature Review

https://doi.org/10.29333/ejmste/11102

EURASIA J Math Sci Tech Ed, 2021 - Volume 17 Issue 8, Article No: em1994

Publication date: 19 Jul 2021

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Article Downloads: 102

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