English (United Kingdom)

https://curated-unify.zendy.io/wp-json/zendy-region/v1/featured_content/oa?rat=en

https://curated-unify.zendy.io/wp-json/zendy-region/v1/highlighted_journal/

Zendy Pro

Presents the zaia usage as premium feature

ZAIA

Presents AI Discovery search usage as a premium feature

AI Discovery

Presents AI Discovery explain and summary usage as a premium feature

Content Analysis

Presents the keyphrase highlighting as premium feature

Keyphrase Highlighting

Presents the summarisation as premium feature

Summarisation

Presents the pdf analysis as premium feature

PDF Analysis

1500 Top-up

3000 Top-up

Zendy Basic

2500 Top-up

Zendy Unlimited

Presents the access of premium content as premium feature

Premium Content

The aim of this study was to examine the preparation of science student teachers before teaching in English, and to determine their self-efficacy in teaching in English. Data were collected using the triangulation method, through questionnaires, interviews, and documentation studies on student teacher practicum portfolios. This was a descriptive qualitative study and data were analyzed using the interactive analysis method of Miles and Huberman (1984) which has three components of analysis, namely data reduction, data presentation, and drawing conclusions or verification. The results showed that there were 6 preparations made by science student teachers before teaching in English: 1) determine the topic of the material being taught and look for the material; 2) study the subject matter in depth; 3) compile lesson plans in English; 4) prepare tools and materials for teaching including handouts, props, demonstrations, and science practicum; 5) search for common terminology in science related to the topic being taught; 6) practice teaching science in English, namely doing teaching exercises in English. The results also showed that the science student teachers’ level of self-efficacy in teaching science in English varied from low to high: 45.8% had high self-efficacy levels; 39.5% had moderate levels; and 9.0% had low self-efficacy. Keywords: self-efficacy, science student teacher, teaching preparation, readiness

Preparation and Self-Efficacy of Science Student Teachers to Teach in English