[{"data":1,"prerenderedAt":-1},["ShallowReactive",2],{"doc-detail-187471-en":3,"doc-seo-187471-105":30,"detail-sidebar-cat-1-en-105":92},{"code":4,"msg":5,"data":6},0,"success",{"doc_id":7,"user_id":8,"nickname":9,"user_avatar":10,"doc_module":11,"category_id":12,"category_name":13,"doc_title":14,"doc_description":15,"doc_content":16,"file_id":17,"file_url":18,"file_type":19,"file_size":20,"view_count":4,"is_deleted":4,"is_public":11,"is_downloadable":11,"audit_status":11,"page_count":21,"language":22,"language_code":23,"site_id":24,"html_lang":23,"table_of_contents":25,"faqs":26,"seo_title":27,"seo_description":15,"update_tm":28,"read_time":29},187471,137451211410,"\tCallum ","https://ap-avatar.wpscdn.com/avatar/2000bb0a9246f588df?x-image-process=image/resize,m_fixed,w_180,h_180&k=1786362646172706240",1,158,"General","Pre-service Teacher Experiences of the 5E Instructional Model - A Systematic Review of Qualitative Studies","A systematic review synthesizes qualitative evidence on pre-service teachers’ experiences with the 5E instructional model. The review applies meta-ethnography to select relevant studies, extract key concepts, and translate findings into shared categories, ultimately constructing an overarching line of argument. Reported themes highlight barriers to understanding and implementing the 5E model, including beliefs, content knowledge constraints, materials readiness, classroom management challenges, and limited time for instructional redesign, as described across multiple qualitative studies.","| Meta-ethnography Steps: | The researcher: |\n| --- | --- |\n| 1. Getting started | selects the topic and area of interest |\n| 2. Deciding what is relevant to the initial interest | collects primary data and sets the inclusion criteria |\n| 3. Reading the studies | extracts relevant information and begins analytical reading of the primary data and concepts |\n| 4. Determining how the studies are related | identifies concepts related to the primary data |\n| 5. Translating studies into one another | develops shared conceptual categories |\n| 6. Synthesizing translations | constructs a line of argument |\n| 7. Expressing the synthesis | reports and discusses the findings |\n\n\n| Study | Participant | Design | Procedures | Data Analyse | Findings |\n| --- | --- | --- | --- | --- | --- |\n| Althauser (2018) | 347 Math PST | MMR, Qual Not specify (Int, Obs) | 3 steps: Teach, Apply, and Reflect | Analytical Coding | Organized themes |\n| Bozdogan and | 30 Science PST | Descriptive Qual | 3 steps: Teach, | Content analysis | Calculated frequency |\n| Altuncekic (2007) |  | Study (Int, Doc) | Apply, and Reflect |  | Organized themes |\n| Celik, Pektas, and | 40 Science PST | Qual Research | 3 steps: Teach, | Content analysis | Organized themes |\n| Karamustafaoglu (2018) |  | (Int) | Apply, and Reflect |  |  |\n| Demirbas and\u003Cbr>Pektas (2015) | 40 Science PST | Case Study (Int, Obs, Doc) | 3 steps: Teach, Apply, and Reflect | Content analysis | Calculated frequency Organized themes |\n| Duran, McArthur, | 25 Science PST | Not specify (Int) | 2 Steps: Teach, | Content analysis | Organized themes |\n| and Hook (2004) |  |  | Reflect |  |  |\n| Enugu and Hokayem (2017) | 55 Science PST | Case Study (Int, Obs, Doc) | 3 steps: Teach, Apply, and Reflect | Content analysis | Calculated frequency Organized themes |\n| Fletcher and Luft (2011) | 17 Science PST | Case Study (Int, Doc) | 2 Steps: Teach, Reflect | Content analysis | Organized themes |\n| Iscan, Bayraktar, | 15 Math & | Descriptive Qual | 3 steps: Teach, | Content analysis | Calculated frequency |\n| and Gokce (2015) | Science PST | Study (Obs, Doc) | Apply, and Reflect |  | Organized themes |\n| Metin et al. (2011) | 60 Science PST | Qual study (Int) | 3 steps: Teach,\u003Cbr>Apply, Reflect | Content analysis | Calculated frequency Organized themes |\n| Metin and Ozmen | 25 Science PST | Qualitative study | 3 steps: Teach, | Content analysis | Calculated frequency |\n| (2009) |  | (Int, Obs) | Apply, Reflect |  | Organized themes |\n| Smolleck and | 38 Science PST | MMR Qual Not | 3 steps: Teach, | Content analysis | Calculated frequency |\n| Mongan (2011) |  | specify (Int) | Apply, Reflect |  | Organized themes |\n| Namdar and Kucuk | 51 Science PST | Case Study (Doc) | 3 steps: Teach, | Content analysis | Organized themes |\n| (2018) |  |  | Apply, Reflect |  |  |\n| Polgampala, Shen, | 60 Math & | MMR, Qual Not | 3 steps: Teach, | Content analysis | Organized themes |\n| and Huang (2016) | Science PST | Specify (Int, Obs) | Apply, and Reflect |  |  |\n| Qablan and DeBaz (2015) | 80 Science PST | Qual Study (Int, Doc) | 3 steps: Teach, Apply, and Reflect | Content analysis | Organized themes |\n| Varma, Wolkmann, and Hanuscin (2009) | 40 Science PST | Qual study (Int, Doc) | 2 Steps: Teach, Reflect | Content analysis | Calculated frequency Organized themes |\n| Yildiz and Kocak- | 47 Math PST | Design-Based | 3 steps: Teach, | Frequency and | Organized themes |\n| Usluel (2016) |  | Research (Int, Obs, Doc) | Apply, and Reflect | content analysis |  |\n\n\n| Themes /\u003Cbr>Concepts | Categories Codes |  | Excerpts from studies (T: Teacher, A: Author) |\n| --- | --- | --- | --- |\n| Barriers | To understanding the 5E instructional model | ◊ Belief (Althauser, 2018; Fletcher & Luft, 2011; Smolleck and Mongan (2011)\u003Cbr>◊ Transition theory to practice (Duran et al., 2004; Enugu & Hokayem, 2017; Fletcher & Luft, 2011; Varma et al., 2009)\u003Cbr>◊ Resistant (Duran et al., 2004)\u003Cbr>◊ Lecture (Duran et al., 2004)\u003Cbr>◊ More method cour","cbCaidw6G396DCPZ","https://ap.wps.com/l/cbCaidw6G396DCPZ","pdf",551094,16,"English","en",105,"# Meta-ethnography Steps\n## Getting started\n## Deciding relevance and inclusion criteria\n## Reading studies and extracting concepts\n## Determining relationships among studies\n## Translating studies into shared categories\n## Synthesizing translations\n## Expressing the synthesis\n# Study Characteristics and Findings\n## Participants and study designs\n## Procedures and data analysis\n## Reported themes\n# Themes and Concepts\n## Barriers to understanding the 5E instructional model\n## Barriers to implementing the 5E instructional model","[{\"question\":\"What method is used to synthesize the qualitative studies in this review?\",\"answer\":\"The review uses meta-ethnography, moving through defined steps such as selecting relevant studies, extracting concepts, translating studies into shared categories, and constructing a line of argument to report findings.\"},{\"question\":\"What types of barriers are identified regarding understanding the 5E instructional model?\",\"answer\":\"Identified barriers include belief-related challenges, difficulties transitioning theory to practice, resistance, reliance on lecture formats, and limitations tied to method-course and field-experience factors.\"},{\"question\":\"What barriers are reported for implementing the 5E instructional model?\",\"answer\":\"Barriers include issues with content, materials, classroom management, and time, alongside belief-related constraints, drawn from multiple qualitative studies and their coded themes.\"}]","Pre-service Teacher Experiences of the 5E Instructional Model - A Systematic Review of Qualitative Studies | PDF",1788383188,6,{"code":4,"msg":31,"data":32},"ok",{"site_id":24,"language":23,"slug":33,"title":14,"keywords":34,"description":15,"schema_data":35,"social_meta":87,"head_meta":89,"extra_data":91,"updated_unix":28},"pre-service-teacher-experiences-of-the-5e-instructional-model-a-systematic-review-of-qualitative-studies","",{"@graph":36,"@context":86},[37,54,69],{"@type":38,"itemListElement":39},"BreadcrumbList",[40,44,48,51],{"item":41,"name":42,"@type":43,"position":11},"https://docshare.wps.com","Home","ListItem",{"item":45,"name":46,"@type":43,"position":47},"https://docshare.wps.com/template/","Template",2,{"item":49,"name":13,"@type":43,"position":50},"https://docshare.wps.com/template/general/",3,{"item":52,"name":14,"@type":43,"position":53},"https://docshare.wps.com/template/pre-service-teacher-experiences-of-the-5e-instructional-model-a-systematic-review-of-qualitative-studies/187471/",4,{"url":52,"name":14,"@type":55,"author":56,"headline":14,"publisher":58,"fileFormat":61,"inLanguage":23,"description":15,"dateModified":62,"datePublished":63,"encodingFormat":61,"isAccessibleForFree":64,"interactionStatistic":65},"DigitalDocument",{"name":9,"@type":57},"Person",{"url":41,"name":59,"@type":60},"DocShare","Organization","application/pdf","2026-09-06","2026-09-02",true,{"@type":66,"interactionType":67,"userInteractionCount":11},"InteractionCounter",{"@type":68},"ViewAction",{"@type":70,"mainEntity":71},"FAQPage",[72,78,82],{"name":73,"@type":74,"acceptedAnswer":75},"What method is used to synthesize the qualitative studies in this review?","Question",{"text":76,"@type":77},"The review uses meta-ethnography, moving through defined steps such as selecting relevant studies, extracting concepts, translating studies into shared categories, and constructing a line of argument to report findings.","Answer",{"name":79,"@type":74,"acceptedAnswer":80},"What types of barriers are identified regarding understanding the 5E instructional model?",{"text":81,"@type":77},"Identified barriers include belief-related challenges, difficulties transitioning theory to practice, resistance, reliance on lecture formats, and limitations tied to method-course and field-experience factors.",{"name":83,"@type":74,"acceptedAnswer":84},"What barriers are reported for implementing the 5E instructional model?",{"text":85,"@type":77},"Barriers include issues with content, materials, classroom management, and time, alongside belief-related constraints, drawn from multiple qualitative studies and their coded themes.","https://schema.org",{"og:url":52,"og:type":88,"og:title":14,"og:site_name":59,"og:description":15},"article",{"robots":90,"canonical":52},"index,follow",{"doc_id":7,"site_id":24},{"code":4,"msg":5,"data":93},[94,99,104,109,114,118,123,128,133],{"id":95,"doc_module":11,"doc_module_name":46,"category_name":96,"show_sort_weight":97,"slug":98},11,"Presentations",90,"presentations",{"id":100,"doc_module":11,"doc_module_name":46,"category_name":101,"show_sort_weight":102,"slug":103},12,"Resumes",80,"resumes",{"id":105,"doc_module":11,"doc_module_name":46,"category_name":106,"show_sort_weight":107,"slug":108},14,"Invoices",70,"invoices",{"id":110,"doc_module":11,"doc_module_name":46,"category_name":111,"show_sort_weight":112,"slug":113},15,"Posters",60,"posters",{"id":21,"doc_module":11,"doc_module_name":46,"category_name":115,"show_sort_weight":116,"slug":117},"Social Media",50,"social-media",{"id":119,"doc_module":11,"doc_module_name":46,"category_name":120,"show_sort_weight":121,"slug":122},17,"Forms",40,"forms",{"id":124,"doc_module":11,"doc_module_name":46,"category_name":125,"show_sort_weight":126,"slug":127},18,"Letters",30,"letters",{"id":129,"doc_module":11,"doc_module_name":46,"category_name":130,"show_sort_weight":131,"slug":132},21,"Paper Templates",5,"papers-templates",{"id":12,"doc_module":11,"doc_module_name":46,"category_name":13,"show_sort_weight":4,"slug":134},"general-158"]