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1.
Inquiry-based science instruction (IBSI) has the potential to contribute to social justice through widening participation and success in science. However, teachers struggle to implement IBSI because of contextual factors. The purpose of this paper is to explore the use of agency as a framework for understanding teachers’ decision-making, by asking the question: what was the agency of six science teachers in their social-justice aspirations and use of IBSI? An agency framework recognizes that teachers’ decisions are informed by their internal conversations at the intersection of personal aspects (their history, repertoire, and aspirations) with the cultural and structural constraints and resources of their contexts. However, research on IBSI has focussed on teachers’ personal aspects or their perceptions of contextual factors. The sample had learnt IBSI through service learning in the context of a science fair. From teacher interviews, it emerged that these teachers had strong social-justice aspirations to serve disadvantaged students. The teachers linked their social-justice aspirations to their choice of school rather than their use of IBSI. The teachers at better-resourced schools initiated participation in science fairs at their schools, whilst the rest judged that science fairs were not appropriate for their students. The results suggest that, rather than prescribing particular pedagogies, teacher education programmes should aim to increase teachers’ pedagogical repertoires, in order to enrich their agency in whatever contexts they teach.
相似文献2.
While there is a growing literature focused on doctoral preparation for teaching about science teaching, rarely have recommendations extended to preparation for teaching science content to teachers. We three doctoral students employ self-study as a research methodology to investigate our developing pedagogical content knowledge for teaching science to teachers during a mentored internship in an elementary teacher professional development program. With our mentor, we examine critical incidents in the experience that supported new insights about teaching teachers and about ways in which beginning teacher educators need to develop their existing pedagogical content knowledge for teaching science to students in order to teach science effectively to teachers. We emphasize ways in which doctoral internships can support this learning and how our respective cultures shaped our interactions with and perceptions of teachers as learners. 相似文献
3.
Patricia E. Simmons Allen Emory Tim Carter Teresa Coker Brian Finnegan Denise Crockett Lon Richardson Robert Yager John Craven John Tillotson Herbert Brunkhorst Mark Twiest Kazi Hossain James Gallagher Don Duggan‐Haas Joyce Parker Fernando Cajas Qasim Alshannag Sheryl McGlamery Jerry Krockover Paul Adams Barbara Spector Tom LaPorta Bob James Kristin Rearden Kay Labuda 《科学教学研究杂志》1999,36(8):930-954
4.
Associate Professor Keith Skamp 《Research in Science Education》1997,27(4):515-539
It is problematic whether primary teachers benefit by completing a first degree especially when the teaching of specific subjects,
here science, is the focus of attention. This study reports the comparative results of interviewing thirteen Canadian and
ten Australian student teachers, both about to commence their Bachelor of Education. The Canadian students had completed an
initial degree while nine of the Australian students were school leavers. The interviews, which explored views about teaching
primary science, were analysed with this factor in mind. Student teacher perceptions reported include: how to recognise a
“good” primary science teacher; perceptions of self as a “good” primary science teacher; expectations of how the teacher education
program could assist their science teaching; and whether (for the Canadian students) the initial degree will help in becoming
a primary science teacher. Analysis of the interviews suggests possible influences a first degree (among other factors) may
have on perceptions related to primary science teaching and raises questions about what is the best general approach for preparing
primary teachers to teach science effectivly. 相似文献
5.
Deborah L. Hanuscin 《Journal of Science Teacher Education》2013,24(6):933-956
While teacher educators have had some success in helping prospective teachers understand the nature of science (NOS), they have been less effective in helping prospective teachers teach NOS. Though several studies have alluded to impacts of various interventions on developing pedagogical content knowledge (PCK) for NOS, the nature, source, and development of PCK for NOS has not yet been investigated in any systematic way. This study addresses that gap by identifying critical incidents in the development of PCK for NOS of a prospective elementary teacher as she transitions from her methods course to student teaching. Analysis of data collected over a 2-year period illuminates pedagogical dilemmas faced by the prospective teacher in enacting NOS instruction within a school culture of primarily “traditional” science teaching. Through construction of critical incident vignettes, narrative inquiry is employed to illustrate the changes in her PCK for NOS over time, and the experiences that facilitated these changes. Implications for supporting the development of PCK for NOS within teacher education are discussed. 相似文献
6.
This article examines teacher professional learning about pedagogy for teachers of students with severe intellectual disabilities within broader teacher education and pedagogical frameworks for this group of learners. The article presents and discusses findings from a USA–England research project, involving classroom observations and interviews with nine teachers of students with severe intellectual disabilities from four specialist public school settings, intended to explore teachers’ pedagogical decision-making and learning. The theoretical lens of situated learning and the conceptual lens of evidence-based practice are used to contextualise and examine the teachers’ views about the what, how and when they learn about pedagogical approaches and strategies. Teachers emphasised the situated and interactional nature of their learning, particularly highlighting the personal responses of students and their relationship with these students. They use this knowledge and understanding to adapt evidence-based strategies and programmes and inform their pedagogical decisions. This affords the concepts of ‘situated generalization’ and ‘practice based evidence’ an influential role in how teachers engage in the process of pedagogical decision-making. An implication for teacher educators is the need to support teachers in making connections of new pedagogical understandings and skills with the individual learning profiles and responses of their students with severe intellectual disabilities. 相似文献
7.
This forum explores contradictions that arose within the partnership between Teach for America (TFA) and a university teacher education program. TFA is an alternate route teacher preparation program that places individuals into K-12 classrooms in low-income school districts after participating in an intense summer training program and provides them with ongoing support. This forum is a conversation about the challenges we faced as new science teachers in the TFA program and in the Peace Corps program. We both entered the teaching field with science degrees and very little formal education in science education. In these programs we worked in a community very different from the one we had experienced as students. These experiences allow us to address many of the issues that were discussed in the original paper, namely teaching in an unfamiliar community amid challenges that many teachers face in the first few years of teaching. We consider how these challenges may be amplified for teachers who come to teaching through an alternate route and may not have as much pedagogical training as a more traditional teacher education program provides. The forum expands on the ideas presented in the original paper to consider the importance of perspectives on socially just science education. There is often a disconnect between what is taught in teacher education programs and what teachers actually experience in urban classrooms and this can be amplified when the training received through alternate route provides a different framework as well. This forum urges universities and alternate route programs to continue to find ways to authentically partner using practical strategies that bring together the philosophies and goals of all stakeholders in order to better prepare teachers to partner with their students to achieve their science learning goals. 相似文献
8.
Wilfried Admiraal Felix van Vugt Frans Kranenburg Bob Koster Ben Smit Sanne Weijers 《Technology, Pedagogy and Education》2017,26(1):105-120
The quality of how technology is addressed in teacher education programmes is conditional for how student teachers apply technology in secondary schools after their graduation. Two technology-infused courses of one teacher education programme were evaluated. In line with studies on the development of pre-service teachers’ technological, pedagogical and content knowledge, two important enablers were distinguished: (1) teaching practice to enact what was learned in teacher education institution as well as to receive feedback from students on this enactment, and (2) modelling of teacher educators and teachers in school. Both enablers might require further development of knowledge and skills of both teacher educators and cooperating school teachers. 相似文献
9.
Douglas Huffman 《Journal of Science Teacher Education》2006,17(2):121-136
To what extent can a large-scale national teacher-enhancement project help science teachers employ new pedagogical methods in the science classroom? In this study, data from 13 high school physics teachers who taught 23 classes with 401 students were examined to determine the extent to which a teacher-enhancement project can alter teachers’ pedagogy. Three groups of teachers were examined: experienced users of the new pedagogy, beginning users of the new pedagogy, and a group of comparison teachers who used traditional instructional methods. Results suggest the reform effort can increase the extent to which teachers engage students in experiments and use alternative assessment methods; however, helping teachers use constructivist discussion methods and discuss the nature of scientific inquiry appears to be more difficult. The implications for inservice teacher education are discussed. 相似文献
10.
Alice F. Artzt Alan Sultan Frances R. Curcio Theresa Gurl 《Journal of Mathematics Teacher Education》2012,15(3):251-262
This article describes an innovative capstone mathematics course that links college mathematics with school mathematics and pedagogy. It describes how college juniors in a secondary mathematics teacher preparation program engage in leadership experiences that enable them to learn mathematics for teaching while developing student-centered pedagogical and assessment strategies. Examples show how students teach the class, complemented by excerpts from student journals containing students?? perceptions of their learning. Preliminary research indicates the effectiveness of this course for preparing future mathematics teachers. 相似文献
11.
Sex education and diverse sexualities are controversial topics within the primary school arena. Concepts of childhood innocence have influenced sex education curriculum, policy development and teaching practices within schools. However, research shows that primary school-aged students are aware of and talk about sexualities. The aim of this research is to reveal the pedagogical experiences of primary school teachers in relation to scenarios inclusive of diverse sexualities. Social constructionist theories of pedagogy and phenomenographic methods are used to provide a detailed analysis of the ways in which primary teacher participants conceptualise their encounters with students who introduce concepts of diverse sexualities. This research reveals that primary students ask questions about diverse sexualities, they use homophobic expressions (often as a daily occurrence), they sometimes reveal homosexual feelings to teachers, some have same-sex parents and some are being raised with knowledge of diverse sexualities. Without comprehensive policy and curriculum support, and appropriate professional learning for teachers, teachers are unable to make well-informed pedagogical decisions that promote inclusive education. 相似文献
12.
Ken Appleton 《Research in Science Education》2002,32(3):393-410
Many primary school teachers in Australia tend to be reluctant to teach science, partly because they are not confident in science and have limited science background knowledge. However, quite a number of primary school teachers still manage to teach some science. When they plan to teach science, many of them use the term science activities that work. Such activities seem to be related to science pedagogical content knowledge for some primary teachers. In order to better understand what the term activities that work means, twenty teachers from several schools were interviewed and asked what they understood by this expression. Themes that emerged suggest that activities that work are hands on, are interesting and motivating for the children, have a clear outcome or result, are manageable in the classroom, use equipment that is readily available, and are preferably used in a context where science is integrated into themes. Implications for curriculum and for preservice teacher education are considered. 相似文献
13.
Tara Remington 《Journal of Adventure Education & Outdoor Learning》2017,17(1):55-66
ABSTRACTThis research examines teaching outdoor education in two rural primary schools in Aotearoa New Zealand. The aim was to give ‘voice’ to how outdoor education is taught, programmed and understood. Underpinning the research was the question: what factors enable/constrain teachers’ ability to implement outdoor education? The findings suggest: confusion about outdoor education terminology and the educative purpose of school ‘camps’; schools ‘do what they have always done’, particularly when decisions about outdoor education contexts are dominated by senior management; financial restrictions; and teachers feeling ill-prepared in terms of safety management because of their limited pre-service and post-service teacher education. This research highlights that what to teach, how to teach and where to teach outdoor education needs more consideration and attention for teachers to be better informed about safe outdoor practices and quality pedagogy in, for and about the outdoors. 相似文献
14.
Anna Hogan Greg Thompson Sam Sellar Bob Lingard 《The Australian Educational Researcher》2018,45(2):141-160
This paper explores teachers’ and school leaders’ perceptions of commercialisation in Australian public schools, reporting on findings from an open-ended survey question from an exploratory study that sought to investigate teacher and school leader perceptions and experiences of commercialisation. Commercialisation, for the purposes of this paper, is understood as the creation, marketing and sale of education goods and services to schools by for-profit providers and often includes (but is not limited to) the provision of curriculum content, assessment services, data infrastructures, digital learning, remedial instruction, professional development and school administration support. Our account highlights that commercialisation is prevalent in the day-to-day practice of Australian public schools. The perceptions of teachers and leaders suggest that commercialisation is complex, with both affordances and challenges. Respondents acknowledged that aspects of commercialisation are necessary for successfully running schools and classrooms in the 21st century, but also noted that there is a fine line beyond which these seemingly innocuous services become perilous. Concerns focused on how particular services are leading to the deprofessionalisation of teachers as they have less autonomy over what to teach and how to teach it. Moreover, teachers and school leaders reported being perturbed by the idea that commercial providers and services might work to replace teachers in the future. Drawing on these data we argue that growing commercialisation in Australian public schools clearly requires an ethical debate that schools, education professionals, policy makers and interested publics are yet to have. 相似文献
15.
Melina Furman Angela Calabrese Barton Ben Muir 《Cultural Studies of Science Education》2012,7(1):153-174
An urgent goal for science teacher educators is to prepare teachers to teach science in meaningful ways to youth from nondominant
backgrounds. This preparation is challenging, for it asks teachers to critically examine how their pedagogical practices might
adaptively respond to students and to science. It asks, essentially, for new teachers to become researchers of their own beginning
practice. This study explores the story of Ben as he coauthored a transformative action research project in an urban middle
school as part of a teacher education program and, later, over his first year of teaching at that same school. We describe
how Ben and his partner teacher created innovative spaces for science learning. This offered Ben an opportunity to make some
of his deeply engrained pedagogical beliefs come alive within a context of distributed expertise, which provided for him a
space of moderate risk where he could afford the chances of failure without undermining how he felt about his own capacity
as a teacher. Our study highlights the importance of creating reform opportunities within the context of teacher education
programs that may help beginner teachers construct positive images of teaching that they can hold on to in their future practice. 相似文献
16.
Danielle B. Harlow 《Journal of Science Teacher Education》2014,25(1):119-139
This paper reports the results of an investigation of how a professional development content course based on the Physics and Everyday Thinking (PET) curriculum affected the teaching practices of five case study elementary school teachers. The findings of this study highlight different ways that teachers use what they learn in content courses to teach science to elementary children. While some teachers transferred pedagogical practices along with the content, others transformed the content to be useful in already existing pedagogical frameworks, and still others show little or no evidence of transfer. The range of transfer is explained by considering how each teacher interacted with the learning context (the PET curriculum) and their initial ideas about teaching science. 相似文献
17.
Teaching in urban schools, with their problems of violence, lack of resources, and inadequate funding, is difficult. It is even more difficult to learn to teach in urban schools. Yet learning in those locations where one will subsequently be working has been shown to be the best preparation for teaching. In this article we propose coteaching as a viable model for teacher preparation and the professional development of urban science teachers. Coteaching—working at the elbow of someone else—allows new teachers to experience appropriate and timely action by providing them with shared experiences that become the topic of their professional conversations with other coteachers (including peers, the cooperating teacher, university supervisors, and high school students). This article also includes an ethnography describing the experiences of a new teacher who had been assigned to an urban high school as field experience, during which she enacted a curriculum that was culturally relevant to her African American students, acknowledged their minority status with respect to science, and enabled them to pursue the school district standards. Even though coteaching enables learning to teach and curricula reform, we raise doubts about whether our approaches to teacher education and enacting science curricula are hegemonic and oppressive to the students we seek to emancipate through education. © 2001 John Wiley & Sons, Inc. J Res Sci Teach 38: 941–964, 2001 相似文献
18.
Ken Appleton 《Research in Science Education》1983,13(1):111-119
Conclusions Beginning student teachers have already acquired very definite views about teaching science before they begin their teacher
training course. These views are generally similar to the views espoused by science educators, but are contrary to the classroom
practices of many teachers. Their views seem to have origins in what the students perceive to have been meaningful and enjoyable
learning experiences for themselves in their own schooling; and to a lesser extent for children they have observed. Female
students who have studied more science at high school tend to favour the use of worksheets in experimental work. Several interesting
questions arise from these findings:
When these students begin to teach as qualified teachers, will they still espouse the same opinions? If so, does that mean
that there is a ‘new wave’ of teachers entering the service who are more committed to hands-on activity work than their older
colleagues?
If not, what aspects of the teacher training process have caused them to change their opinions?
Will these present students be using hands-on strategies themselves after they have been teaching for some time? That is,
do system and school constraints effectively prevent teachers from using such strategies?
Can secondary science teachers do more to influence positively their students' opinions about teaching science, such as engendering
more positive attitudes to science, incorporating more hands-on work, and relying less on printed worksheets in laboratory
work?
This exploratory work has highlighted the concern expressed by Morrissey (1981) in that there is a great need for long term
longitudinal studies of student teachers' attitudes to teaching science, with a particular focus on their teaching behaviours
after graduation. 相似文献
19.
Professor Kenneth Tobin Wolff-Michael Roth Sabitra Brush 《Research in Science Education》1995,25(3):267-281
The education of prospective Elementary and Early Childhood (E&EC) teachers to teach science has been an on-going challenge
for science teacher educators. Accordingly, a course in physical science was planned and implemented especially for prospective
E&EC teachers. The purpose of this study was to understand the nature of the enacted curriculum and about the forces which
constrained its evolution. Miller, the teacher of the course, had no prior experience in teaching prospective E&EC teachers
and many of his experiences as a university level teacher were based on his teaching of physics majors. These experiences
shaped his approach to teaching the course as did his years as a basketball coach. Miller was an expert in physics and constructed
his role as teaching students significant scientific truths. Miller saw the purpose of the course as being to educate the
students in science, not to prepare them to teach science. He was unwilling to address the goals of students that were oriented
strongly toward becoming better teachers. The beliefs of the teacher constrained the enacted curriculum to an extent that
gaps between the needs of students and the enacted curriculum were wider at the end of the course than they were at the beginning.
Armstrong College
In my opinion I think I failed completely, but I am quite happy with what I am trying to do. I just don't think I executed
it well. So I was pretty unhappy with the whole experience in terms of the results, but I was not unhappy with the experience
in terms of whether it was worth doing. I think it is important in science to develop free-thinking and being able to come
to conclusions. Science is being able to reflect on the human condition, and being able to think about things you don't know
about. (Miller) 相似文献
20.
This is a qualitative study to determine changes in the motivation of senior student teachers to teach (at the elementary,
early childhood, and secondary levels) in an urban setting during the student teaching internship in an urban public school.
Emerging themes include roles of classroom teachers, discouragement from tenured teachers, school bureaucracy, views of students,
relationships with cooperating teachers, candidates' views about subject matter, and their views about themselves. The findings
indicate that motivation to teach changed during student teaching. This cohorts' experiences strengthened their confidence
and commitment to teach in culturally diverse urban public schools rather than discouraging them. This research supports a
contextual approach to understanding motivation and challenges educators to reflect on several issues of preservice training
as well as collaboration with teacher practitioners. With a knowledge of what attracts teachers to the occupation and an understanding
of how that attraction is influenced by field experiences in urban schools, programs which prepare teachers may be better
able to educate teachers who want to teach in urban schools and can perform successfully in that setting. 相似文献