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1.
Jacqueline Leonard Joy Barnes-Johnson Scott Jackson Dantley Charles Kimber 《The Urban Review》2011,43(1):124-150
This paper reports on a study of elementary preservice teachers’ inquiry-based practices, their efficacy beliefs, and the
role beliefs had on two preservice teachers’ practices in urban classrooms. Results show inquiry-based practices can be cultivated
through field-based experiences and preservice teachers’ efficacy beliefs, as it relates to practice in urban settings, are
malleable. Specifically, personal efficacy beliefs about teaching science improved or were sustained for one cohort of preservice
teachers. However, beliefs about students’ ability to learn science, that is outcome beliefs, were less stable. The results
of two case studies show that science content knowledge was a factor in preservice teachers’ inquiry-based practices. However,
why preservice teachers’ beliefs about student learning declined is less clear. More research is needed, along with follow-up
data on teacher induction, to learn how preservice teachers’ beliefs impact urban students’ science education. 相似文献
2.
Charalambos Y. Charalambous George N. Philippou Leonidas Kyriakides 《Educational Studies in Mathematics》2008,67(2):125-142
This paper focuses on efficacy beliefs with respect to teaching mathematics; it aims at testing and validating an existing
scale for measuring efficacy beliefs in the domain of mathematics, examining the development of preservice teachers’ efficacy
beliefs in mathematics during fieldwork, and identifying factors that contribute to the development of these beliefs. Exploratory
factor analysis applied to longitudinal data collected through a questionnaire administered to almost 90 preservice teachers
elicited a two-factor model, reflecting efficacy beliefs in mathematics instruction and classroom management. Using cluster
analysis, we found four patterns in the development of preservice teachers’ efficacy beliefs regarding these two factors.
Our analysis of semi-structured interviews with eight participants representing these four patterns suggested that preservice
teachers’ efficacy beliefs were mainly informed by experimentation with teaching and interaction with mentors, tutors, peers,
and pupils. Based on our findings, we draw implications for mathematics preservice teacher education and provide suggestions
for future research.
相似文献
| Charalambos Y. CharalambousEmail: |
3.
The purpose of this study was to assess differences between Nigerian junior and senior preservice teachers’ science teaching
efficacy beliefs. Data in this study were collected from a total number of 221 preservice teachers enrolled in junior and
senior secondary science teacher education programs in Nigeria using Science Teaching Efficacy Belief Instrument (STEB-B)
(Enoch and Riggs in Sci Educ 74:625–638 1990). Results indicated that junior secondary preservice teachers were as efficacious as their senior secondary preservice teachers
on the two dimensions of STEB-B. In addition, analyses did not reveal any significant gender differences on the two dimensions
of STEB-B. 相似文献
4.
The focus of this study was elementary preservice teachers’ development as effective teachers of science and mathematics as
influenced by their participation in elementary science and mathematics methods courses. Preservice teachers’ reports of factors
that influenced their perception of their teaching abilities were analyzed according to Bandura’s (1994) 4 sources of efficacy:
mastery experiences, vicarious experiences, social persuasion, and stress reduction. This investigation allowed the researchers
to evaluate the courses based on these sources. The analysis indicated all 4 sources influenced preservice teachers’ teaching
self-efficacy beliefs, with mastery experiences considered the most influential. Embedded within discussions of mastery experiences
were references to the other sources of efficacy, which suggest an interrelationship between mastery experiences and the other
sources. 相似文献
5.
Felicia M. Moore 《Research in Science Education》2008,38(5):589-610
Using multiple theoretical frameworks, reflective writings and interviews, this study explores preservice elementary teachers’
emerging identities as science teachers and how this identity is connected to notions of critical agency and a stance toward
social justice. The study addresses two central questions pertaining to preservice teachers’ conceptions as “agents of change”
and how their perceptions as change agents frame their science teacher identities and understanding of teaching science in
urban elementary classrooms. Their identity in the moment as elementary preservice teachers—not yet teachers—influences how
they view themselves as teachers and how much agency or power they feel they have as agents of change in science classrooms.
Findings suggest that science teacher education must play a more immediate, fundamental and emancipatory role in preparing
preservice teachers in developing science teacher identities and a stance toward social justice. 相似文献
6.
Charalambos Y. Charalambous Areti Panaoura George Philippou 《Educational Studies in Mathematics》2009,71(2):161-180
Scholars and teacher educators alike agree that teachers’ beliefs and attitudes toward mathematics are key informants of teachers’
instructional approaches. Therefore, it has become clear that, in addition to enriching preservice teachers’ (PSTs) knowledge,
teacher education programs should also create opportunities for prospective teachers to develop productive beliefs and attitudes
toward teaching and learning mathematics. This study explored the effectiveness of a mathematics preparatory program based
on the history of mathematics that aimed at enhancing PSTs’ epistemological and efficacy beliefs and their attitudes toward
mathematics. Using data from a questionnaire administered four times, the study traced the development of 94 PSTs’ beliefs
and attitudes over a period of 2 years. The analysis of these data showed changes in certain dimensions of the PSTs’ beliefs
and attitudes; however, other dimensions were found to change in the opposite direction to that expected. Differences were
also found in the development of the PSTs’ beliefs and attitudes according to their mathematical background. The data yielded
from semi-structured follow-up interviews conducted with a convenience sample of PSTs largely corroborated the quantitative
data and helped explain some of these changes. We discuss the effectiveness of the program considered herein and draw implications
for the design of teacher education programs grounded in the history of mathematics.
相似文献
| Charalambos Y. CharalambousEmail: |
7.
Murat Bursal 《International Journal of Science and Mathematics Education》2010,8(4):649-666
This study investigated Turkish preservice, elementary teachers’ personal mathematics teaching efficacy (PMTE), and science
teaching efficacy (PSTE) beliefs at the end of their teacher education program. A majority of the participants believed they
were well prepared to teach both elementary mathematics and science, but their PSTE scores were significantly lower than their
PMTE scores. However, a significant correlation was found between the PMTE and PSTE scores. No significant gender effect on
PMTE and PSTE scores was observed, but unlike the results from other countries, Turkish female preservice elementary teachers
were found to have slightly higher PMTE and PSTE scores than their male peers. High school major area was found to be a significant
predictor of participants’ PMTE and PSTE scores. Participants with mathematics/science high school majors were found to have
significantly higher PMTE and PSTE scores than those with other high school majors. 相似文献
8.
Given the high attrition rate of beginning science teachers, it is imperative to better prepare science preservice teachers,
so that they can be successful during the early years of their teaching. The purpose of this study was to explore science
preservice teachers’ views of themselves as a future teacher, in particular their hopes and fears for science teaching and
the experiences that help to shape their possible selves. Employed were qualitative methods, which included open-ended surveys
and face-to-face interviews. Eleven preservice teachers who enrolled in a secondary science teacher preparation program participated.
Findings showed six categories of future selves with the most frequent category being for effective/ineffective science teaching.
When their hoped-for and feared selves were not balanced, participants articulated more fears. Regarding the primary influence
in shaping their hopes and fears, diverse past experiences related to teaching and learning appeared to be more salient factors
than science teacher education program. Given the enriched understanding of the science preservice teachers’ perceptions,
we provided suggestions for science teacher educators. 相似文献
9.
An examination of what metaphor construction reveals about the evolution of preservice teachers’ beliefs about teaching and learning 总被引：1，自引：0，他引：1
Examination of prospective teachers’ beliefs about teaching and learning on entry to teacher education programs, and tracking the development of these beliefs in light of academic and field-based experiences, is a critical task for teacher educators. The study examines metaphor construction as a tool to gain access to, and promote the development of, prospective teachers’ beliefs through the incorporation of reflective activities that integrate academic and field-based experiences. Specifically, this research examines how metaphorical representations of preservice elementary teachers’ in the United States and Europe changed and examines the factors influencing the development of beliefs and the modification of metaphors. 相似文献
10.
This qualitative study examined the development of bilingual and bicultural preservice teachers’ beliefs and attitudes about
social justice and its role in the education of language minority children. Fraser’s in Redistribution or recognition: a political-philosophical
exchange. Verso, New York, (2003) perspectival dualist framework, which calls for the consideration of both the distribution of resources and the recognition
of cultural identity, was applied to the investigation of participants’ social justice claims. In addition to observing these
preservice teachers in their courses and conducting interviews, the researchers also analyzed the teaching practices of their
bilingual-bicultural professors. Findings indicate that bilingual teacher candidates need to have space and support for reflecting
upon the conflicting meanings they might ascribe to experiences and insights gained through the occupation of different identity
positions. Bilingual-bicultural university professors’ ability to recognize and legitimate the experiences and perspectives
of bilingual/bicultural teacher candidates was significant and empowering. 相似文献
11.
Sedat Ucar 《Journal of Science Education and Technology》2012,21(2):255-266
Every aspect of teaching, including the instructional method, the course content, and the types of assessments, is influenced
by teachers’ attitudes and beliefs. Teacher education programs play an important role in the development of beliefs regarding
teaching and learning. The purpose of the study was to document pre-service teachers’ views on science, scientists, and science
teaching as well as the relations between these views and the offered courses over several years spent in an elementary science
teacher training program. The sample consisted of 145 pre-service elementary science teachers who were being trained to teach
general science to students in the 6th through 8th grades. The research design was a cross-sectional study. Three different
instruments were used to collect the data, namely, the “Draw a Scientist Test”, “Draw a Science Teacher Test”, and “Students’
Views about Science” tests. The elementary science teacher training program influenced pre-service science teachers’ views
about science, scientists and science teaching to different degrees. The most pronounced impact of the program was on views
about science teaching. Participants’ impressions of science teaching changed from teacher-centered views to student-centered
ones. In contrast, participants’ views about scientists and science did not change much. This result could be interpreted
as indicating that science teacher training programs do not change views about science and scientists but do change beliefs
regarding teaching science. 相似文献
12.
This paper presents a case for attending to preservice teachers’ beliefs that are relevant to the moral work of teaching within teacher education research and practice, and examines what it would look like to do so. The case for attending to candidate beliefs is grounded in a learner-centered approach to teacher education and in the literature on the role of beliefs in teacher learning and change. The authors demonstrate how attending to preservice teacher beliefs is particularly critical for the task of preparing candidates for the moral work of teaching, and present a conceptual framework that can guide that task and teacher education research and practice designed to support it. 相似文献
13.
Xavier Fazio Wayne Melville Anthony Bartley 《Journal of Science Teacher Education》2010,21(6):665-681
This article disseminates findings from a multi-year study regarding secondary preservice science teachers’ perceptions toward
inquiry-based science teaching, and the extent these perceptions are augmented by their practicum. While findings indicated
that preservice teachers did improve their understanding and capability of using scientific inquiry due to their methods course,
the role of practicum in supporting their newly developed perceptions was problematic. Issues ranging from associate teacher
subjugation, availability of resources, time constraints, and the need to address curriculum standards were the most commonly
cited reasons for preservice teachers’ difficulty in creating an inquiry-based environment during their practicum. Implications
are presented highlighting the importance of practicum experiences as a key determinant of pre-service science teachers’ emerging
inquiry-based science views and practices. 相似文献
14.
Maeghan N. Edwards Kelli Higley Jill A. Zeruth P. Karen Murphy 《Instructional Science》2007,35(5):443-465
Teachers routinely make decisions regarding the best pedagogical methods for altering students’ understandings about academic
content. Such practices are at the root of teaching as persuasion, and have been shown to be related to academic achievement.
Yet very little research has investigated the extent to which individuals learning to be teachers (i.e., preservice teachers)
feel they are capable of performing the practices underlying teaching as persuasion. As such, the purpose of this study was
to examine the extent to which preservice teachers see themselves as capable of performing persuasive pedagogical practices
compared to more general teaching practices as operationalized on well-researched measures of teacher efficacy. Results indicated
that undergraduates enrolled in preservice teacher education courses perceived themselves as less capable of performing persuasive
pedagogical practices than more generally accepted practices. In addition, preservice teachers perceived they were more capable
of altering students’ knowledge about content than at modifying their beliefs about content. Implications for research and
practice are forwarded. 相似文献
15.
Nazan Uludag Bautista 《Journal of Science Teacher Education》2011,22(4):333-349
This study investigated the effectiveness of an Early Childhood Education science methods course that focused exclusively
on providing various mastery (i.e., enactive, cognitive content, and cognitive pedagogical) and vicarious experiences (i.e.,
cognitive self-modeling, symbolic modeling, and simulated modeling) in increasing preservice elementary teachers’ self-efficacy
beliefs. Forty-four preservice elementary teachers participated in the study. Analysis of the quantitative (STEBI-b) and qualitative
(informal surveys) data revealed that personal science teaching efficacy and science teaching outcome expectancy beliefs increased
significantly over the semester. Enactive mastery, cognitive pedagogical mastery, symbolic modeling, and cognitive self-modeling
were the major sources of self-efficacy. This list was followed by cognitive content mastery and simulated modeling. This
study has implications for science teacher educators. 相似文献
16.
Cory T. Forbes Elizabeth A. Davis 《International Journal of Science and Mathematics Education》2012,10(2):267-292
Teachers’ curricular role identities are those dimensions of their professional identities concerned with the use of curriculum materials. In a previous study,
we developed and tested a survey instrument designed to measure preservice elementary teachers’ development of curricular
role identity for science teaching through their use of science curriculum materials. In this follow-up study, a revised version
of the survey was administered to a second group of preservice elementary teachers in the same science methods course, and
data were analyzed within and across years. Results from this study suggest that preservice teachers articulated important
similarities and differences between the curricular role identities for science teaching they attributed to themselves and
to more experienced elementary teachers. Over time, they were often able to begin to appropriate the curricular role identities
for science teaching that they attributed to more experienced elementary teachers. However, findings from the second survey
administration also suggest that preservice teachers’ curricular role identities for science teaching are more stable when
characterized by their actual curriculum design practices than when characterized by comparative, probabilistic means. These
findings have important implications for science teacher education and curriculum development, as well as the operationalization
of curricular role identity in education research. 相似文献
17.
Eric Toshalis 《The Urban Review》2012,44(1):1-35
How teachers “care” for students is a well-established line of inquiry in educational research, but the ways such “care” may
function as symbolic violence have received scant attention. In this ethnographic investigation of classroom disciplinary
interactions, the characteristics and functions of preservice teachers’ care discourses are examined. By translating deficit
discourses into expressions of praise for students’ nonacademic talents, the participants’ rhetoric of care effectively shifts
blame for failure from teacher to student. The preservice teachers’ expressions of care also function to veil the power being
produced in such rhetoric, to frame the teacher as victim when said care is rejected, and to reverse the carer/cared-for dynamic
when teachers’ attempts to inspire academic progress are unsuccessful. Implications for teacher education and teacher development
are provided as are suggestions for how to recognize and implement more authentic forms of care. 相似文献
18.
Teacher education programs have adopted preparing science teachers that teach science through inquiry as an important pedagogic
agenda. However, their efforts have not met with much success. While traditional explanations for this failure focus largely
on preservice science teachers’ knowledge, beliefs and conceptions regarding science and science teaching, this conceptual
paper seeks to direct attention toward discursive practices surrounding inquiry science teaching in teacher education programs
for understanding why most science teachers do not teach science through inquiry. The paper offers a theoretical framework
centered on critical notions of subjection and performativity as a much needed perspective on making/becoming of science teachers through participation in discursive practices of science
teacher education programs. It argues that research based on such perspectives have much potential to offer a deeper understanding
of the difficult challenges teacher education programs face in preparing inquiry practicing science teachers. 相似文献
19.
Keith R. Leatham 《Journal of Mathematics Teacher Education》2006,9(1):91-102
This article discusses theoretical assumptions either explicitly stated or implied in research on teachers’ beliefs. Such
research often assumes teachers can easily articulate their beliefs and that there is a one-to-one correspondence between
what teachers state and what researchers think those statements mean. Research conducted under this paradigm often reports
inconsistencies between teachers’ beliefs and their actions. This article describes an alternative framework for conceptualizing
teachers’ beliefs that views teachers as inherently sensible rather than inconsistent beings. Instead of viewing teachers’
beliefs as inconsistent, teachers’ abilities to articulate their beliefs as well as researchers’ interpretations of those
beliefs are seen as problematic. Implications of such a view for research on teacher beliefs as well as for the practice of
mathematics teacher education are discussed.
This article is based on the author’s doctoral dissertation completed at the University of Georgia under the direction of
Thomas J. Cooney. Parts of this article were presented at the 2004 meeting of the North American Chapter of the International
Group for the Psychology of Mathematics Education (Toronto, Canada). 相似文献
20.
Dionne I. Cross 《Journal of Mathematics Teacher Education》2009,12(5):325-346
This collective case study reports on an investigation into the relationship between mathematics teachers’ beliefs and their
classroom practices, namely, how they organized their classroom activities, interacted with their students, and assessed their
students’ learning. Additionally, the study examined the pervasiveness of their beliefs in the face of efforts to incorporate
reform-oriented classroom materials and instructional strategies. The participants were five high school teachers of ninth-grade
algebra at different stages in their teaching career. The qualitative analysis of the data revealed that in general beliefs
were very influential on the teachers’ daily pedagogical decisions and that their beliefs about the nature of mathematics
served as a primary source of their beliefs about pedagogy and student learning. Findings from the analysis concur with previous
studies in this area that reveal a clear relationship between these constructs. In addition, the results provide useful insights
for the mathematics education community as it shows the diversity among the inservice teachers’ beliefs (presented as hypothesized
belief models), the role and influence of beliefs about the nature of mathematics on the belief structure and how the teachers
designed their instructional practices to reflect these beliefs. The article concludes with a discussion of implications of
teacher education. 相似文献