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1.
Research in science education suggests that teachers?? beliefs are linked to the use of inquiry-based instruction; teachers holding a constructivist belief are more likely to engage in student-centered activities in the classroom. However, there is currently little research on the ways in which teachers?? beliefs change over time, and in particular, the relationship between instructional activities in teacher education programs and their impact on teachers?? beliefs. We examined shifts in secondary preservice teachers?? belief orientations as they progressed through a science methods course. We found that overall many of the preservice teachers progressed in their orientation beliefs from a teacher-centered orientation to more student-centered orientation. We characterized four trajectories of change or clusters that describe how preservice teachers?? beliefs changed over the course of the semester (15?weeks). We also describe the different ways in which preservice teachers reacted to specific instructional activities, and how those activities influenced their belief orientation. In particular, we found that preservice teachers in a cluster that exhibited a particular trajectory (progression or regression toward/away from student-centered belief orientation) reacted differently to some activities compared to preservice teachers in some other clusters. We discuss these shifts as reflecting changes in priorities of beliefs within belief systems. We argue that teacher educators need to think carefully about the interplay of these beliefs when designing activities so that they can respond (i.e., to a reversal in beliefs) during the course rather than waiting until the end. 相似文献
2.
Klaudia Schulte Susanne Bögeholz Rainer Watermann 《Zeitschrift für Erziehungswissenschaft》2008,11(2):268-287
Teacher Self-Efficacy and General Pedagogical Knowledge During Teacher Education. The present study investigates how teacher self-efficacy beliefs develop during teacher education and how self-efficacy beliefs and general pedagogical knowledge of student-teachers are related. In a cross-sectional study, 257 student-teachers were investigated (173 first year students, 27 advanced students, 35 examination candidates, 19 preservice teachers). The data show that self-efficacy beliefs for the subscales classroom management and assessment increase between the start and the end of training (preservice teachers). Concerning diagnostic competency, self-efficacy beliefs do not change during studies and even decrease for the preservice teachers. For the subscales communication and conflicts as well as coping little difference is noticeable. Professional knowledge, in contrast, increases during studies. Self-efficacy beliefs for classroom management and assessment are linked to professional knowledge. Finally, the usefulness of the multidimensional measuring of self-efficacy beliefs is discussed and implications for future research approaches are presented. 相似文献
3.
Increasing Preservice Teachers' Diversity Beliefs and Commitment 总被引：2，自引：0，他引：2
Research on teacher expectations and student success suggests that teachers' beliefs about students lead to differential expectations and treatment of students. Few qualitative studies aimed at understanding teacher beliefs about diversity and multicultural commitment have been done. This study utilized combined quantitative and qualitative methods to explore the attitudes, beliefs, and commitments of a predominantly Anglo-American population of preservice teachers enrolled in a diversity course. The results describe beginning attitudes, beliefs, and commitments to diversity; changes (or lack of change) in attitudes, beliefs, and commitments after participation in a diversity course; some theoretical underpinnings for understanding changes (or lack of change); and a framework for facilitating positive multicultural experiences. 相似文献
4.
Social justice-oriented teacher education can guide preservice teachers toward greater critical sociocultural knowledge, analytic skills, social responsibility, and commitment to act in the interest of providing all students with high quality educational experiences. This qualitative case study examines how arts-based inquiries in social justice-oriented teacher education can provide the necessary generative spaces for developing preservice teachers’ critical sociocultural knowledge. Data were drawn from student interviews and reflective papers across four sections of a course employing collaborative, arts-based inquiry. Findings highlight the cumulative knowledge, pleasure, anxiety, confrontation with material and symbolic bodies, and self-transformations that can develop from art practices and help to awaken preservice teachers’ critical consciousness for teaching for social justice. 相似文献
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6.
Self-efficacy beliefs that relate to teachers’ motivation and performance have been an important area of concern for preservice teacher education. Research suggests high-quality science coursework has the potential to shape preservice teachers’ science self-efficacy beliefs. However, there are few studies examining the relationship between science self-efficacy beliefs and science content knowledge. The purpose of this mixed methods study is to investigate changes in preservice teachers’ science self-efficacy beliefs and science content knowledge and the relationship between the two variables as they co-evolve in a specialized science content course. Results from pre- and post-course administrations of the Science Teaching Efficacy Belief Instrument-B (Bleicher, 2004) and a physical science concept test along with semi-structured interviews, classroom observations and artifacts served as data sources for the study. The 18 participants belonged to three groups representing low, medium and high initial levels of self-efficacy beliefs. A repeated measures multivariate analysis of variance design was used to test the significance of differences between the pre- and post-surveys across time. Results indicated statistically significant gains in participants’ science self-efficacy beliefs and science conceptual understandings. Additionally, a positive moderate relationship between gains in science conceptual understandings and gains in personal science teaching efficacy beliefs was found. Qualitative analysis of the participants’ responses indicated positive shifts in their science teacher self-image and they credited their experiences in the course as sources of new levels of confidence to teach science. The study includes implications for preservice teacher education programs, science teacher education, and research. 相似文献
7.
Eulsun Seung Soonhye Park Ratna Narayan 《Journal of Science Education and Technology》2011,20(6):703-714
This study examined elementary preservice teachers’ beliefs about the role/image of a science teacher and science teaching
and how these beliefs change during an elementary science methods course; this examination was conducted through an analysis
of their metaphor writing. Data included personal metaphors and rationale papers for supporting them collected from 106 participants
at the start and end of the semester. Data were analyzed using the constant comparative method and also quantified for statistical
analysis. Results indicate that most participants came to the course with traditional views and developed more constructivist
views during the course. However, they tended to keep their traditional views and added new constructivist perspectives into
their original belief systems. This study suggests that metaphor writing can be used as both a reflection tool for preservice
teachers to clarify and refine their beliefs about science teaching and learning and a diagnostic assessment tool for teacher
educators to understand their students for tailoring a methods course accordingly. 相似文献
8.
Michael Carey Peter Grainger Michael Christie 《Asia-Pacific Journal of Teacher Education》2018,46(3):267-278
Data driven pedagogy has been introduced into Australian schools over the last decade to improve student learning outcomes, but are teacher educators preparing preservice teachers to be data literate? We used a survey to investigate ready-to-graduate preservice teachers’ beliefs regarding their knowledge and skills in data literacy. Before entering a course on data literacy their belief responses indicated that they had basic data interpretation knowledge, but they were unsure of how to translate that knowledge into the classroom to improve student outcomes. The survey was administered again after a data literacy course, which included a five-week supervised professional experience task of observing data being used in schools to drive pedagogy. The post-course survey responses showed students increased confidence in their ability to interpret and use data, suggesting that a data literacy course linked to the professional experience task improves teachers’ sense of preparedness to use data in the classroom. Keywords: Data literacy; professional learning. 相似文献
9.
This case study of a preservice secondary mathematics teacher focuses on the teacher’s beliefs about his role as mathematics
teacher. Data were collected over the final 5 months of the teacher’s university teacher education program through interviews,
written course assignments, and observations of student-teaching. Findings indicate that the preservice teacher valued classroom
roles in which students, rather than the teacher, explained traditional mathematics content. As his student-teaching internship
progressed, the teacher began to develop new roles and engaged students in additional mathematical processes. These results
emphasize the need for preservice teachers to recognize how teacher and student roles impact interrelationships between understanding
and mathematical activity, and illustrate the nature of teacher learning that can occur during an internship. 相似文献
10.
《Teaching and Teacher Education》2005,21(1):79-92
A new school–university partnership in NSW has created exciting opportunities for preservice teacher preparation. The paper examines the results of a pilot study and outlines the main teacher preparation activities undertaken in the partnership. The paper focuses on how engaging preservice teachers in the community of practice of teachers assisted in the development of students’ professional knowledge. The paper outlines three examples of preservice programmes, which incorporated legitimate peripheral participation as a meaningful component of the preservice teachers’ academic studies. The major issues associated with developing legitimate peripheral participation activities as part of a preservice teacher education course are discussed. 相似文献
11.
The challenge of preparing students for the information age has prompted administrators to increase technology in the public schools. Yet despite the increased availability of technology in schools, few teachers are integrating technology for instructional purposes. Preservice teachers must be equipped with adequate content knowledge of technology to create an advantageous learning experience in science classrooms. To understand preservice teachers’ conceptions of technology integration, this research study explored 15 elementary science methods students’ definitions of technology and their attitudes toward incorporating technology into their teaching. The phenomenological study took place in a science methods course that was based on a constructivist approach to teaching and learning science through science activities and class discussions, with an emphasis on a teacher beliefs framework. Data were collected throughout the semester, including an open-ended pre/post-technology integration survey, lesson plans, and reflections on activities conducted throughout the course. Through a qualitative analysis, we identified improvements in students’ technology definitions, increased technology incorporation into science lesson plans, and favorable attitudes toward technology integration in science teaching after instruction. This research project demonstrates that positive changes in beliefs and behaviors relating to technology integration in science instruction among preservice teachers are possible through explicit instruction. 相似文献
12.
Students with autism often are placed in general education classrooms, indicating general education teachers should be prepared to meet these students' needs. This survey study of teacher education students examined differences in educational training, beliefs about autism, and competence working with students with autism, according to college level and major area of study. Results showed that teacher education students held accurate beliefs about most aspects of autism, but they demonstrated misconceptions about special, gifted abilities. Secondary teacher education students were less likely to demonstrate accurate beliefs about the social emotional features of autism over the course of their training. General education teachers reported a lack of competence working with students with autism and believed additional training was needed. Findings suggested ongoing preservice training is needed to foster accurate beliefs about autism and competence working with students with autism. 相似文献
13.
《Teaching and Teacher Education》1996,12(4):429-442
In broad terms, this study describes preservice elementary teachers' beliefs, conceptions, and practices during the mathematics methods course and teaching practica of a teacher education program. In particular, the study employs qualitative data to investigate preservice teachers' views of mathematical and pedagogical content knowledge. The study reveals symbiotic relationships between their views of content knowledge and their instructional actions which remain problematic. With unwavering beliefs and practices, and without reconceptualizing their roles as future elementary teachers, at the end of the semester the preservice teachers emerge as poor duplicators of mathematics methods instead of initiators of learning. 相似文献
14.
《Teaching and Teacher Education》2007,23(2):123-135
The purpose of this study was to investigate differences in preservice teachers’, practicing teachers’, and teacher education professors’ beliefs about educational research; specifically, what counts as legitimate knowledge in education and how that knowledge may be obtained. Participants’ responses to two vignettes and dilemmas indicate that many preservice teachers believe that educational knowledge is highly particularistic, and that it cannot be falsified. In contrast, most professors articulated the belief that educational knowledge can be generalized and also falsified. Practicing teachers fell in the middle of this continuum. Implications of these different beliefs and assumptions for teacher education are discussed. 相似文献
15.
Since the beginning of the reform movement in science education, there has been concern that elementary teachers lack the science content knowledge (SCK) needed to engage students in authentic scientific inquiry. This study included 19 preservice elementary teachers and examined the development of their SCK within the context of a uniquely designed elementary science methods course. A project-developed science knowledge test was administered at the beginning and the end of the science methods course, before and after science content was covered concurrent with modeled pedagogy. The preservice elementary teachers had adequate knowledge of low difficulty science content on the pretest, but demonstrated improvement on moderate and difficult science content, especially on topics emphasized in the methods course. Data analyses conducted on change in SCK using analysis of variance were statistically significant and demonstrated a large effect size. Details are discussed, along with large-scale implications and recommendations for elementary science teacher education. 相似文献
16.
《Teaching and Teacher Education》1995,11(4):313-330
This study examines changes in middle school student teachers' knowledge structures and beliefs related to class management during the final semester of their teacher education program. Twenty-three preservice teachers drew concept maps and participated in semi-structured interviews prior, during, and following 16 weeks of student teaching. Results of the study showed that initially student teachers are concerned with establishing and enforcing rules. They expressed discomfort with their authoritarian roles. During the middle of student teaching preservice teachers began to make connections among the variables that contribute to class management. By the end of student teaching preservice teachers experienced a conflict between their beliefs in rules, their desire to be flexible and fair, and their desire to develop positive student relationships as a mechanism to promote student learning. A framework of change for class management concepts is presented and the reported influences on the changes in student teachers' knowledge organization and beliefs are discussed. 相似文献
17.
This research analyses preservice teachers’ knowledge of fractions. Fractions are notoriously difficult for students to learn and for teachers to teach. Previous studies suggest that student learning of fractions may be limited by teacher understanding of fractions. If so, teacher education has a key role in solving the problem. We first reviewed literature regarding students’ knowledge of fractions. We did so because assessments of required content knowledge for teaching require review of the students’ understanding to determine the mathematics difficulties encountered by students. The preservice teachers were tested on their conceptual and procedural knowledge of fractions, and on their ability in explaining the rationale for a procedure or the conceptual meaning. The results revealed that preservice teachers’ knowledge of fractions indeed is limited and that last-year preservice teachers did not perform better than first-year preservice teachers. This research is situated within the broader domain of mathematical knowledge for teaching and suggests ways to improve instruction and student learning. 相似文献
18.
Joyce Hwee Ling Koh Huay-Lit Woo Wei-Ying Lim 《Educational Assessment, Evaluation and Accountability》2013,25(4):321-339
Teacher education institutions conduct information and communications technology (ICT) courses to prepare preservice teachers (or initial teacher education candidates) to support their teaching practice with appropriate ICT tools. ICT course evaluations based on preservice teachers’ perception of course experiences are limited in indicating the kinds of ICT integration knowledge or technological pedagogical content knowledge (TPACK) preservice teachers have gained throughout the course. Preservice teachers’ ICT course experiences was found to influence their intentions to integrate ICT but its influence on their TPACK perceptions, if better understood, can inform teacher education institutions about the design of ICT courses. This study describes the design and validation of an ICT course evaluation instrument that examines preservice teachers’ perceptions of ICT course experiences and TPACK. Hierarchical regression analysis was performed on survey results collected from a graduating cohort of 869 Singapore preservice teachers who had undergone a compulsory ICT course during their teacher training program. These preservice teachers were being prepared to teach the different subject areas at primary, secondary, and junior colleges (or postsecondary institutions for 17–19 year olds) in Singapore. The regression model showed that preservice teachers’ perceived TPACK was first influenced by their perceptions of course experiences that supported the development of intermediary TPACK knowledge components such as technological knowledge and technological pedagogical knowledge. The methodological implications for the design of ICT course evaluation surveys and the practical applications of survey results to the refinement of ICT course curriculum are discussed. 相似文献
19.
《Teaching and Teacher Education》2001,17(4):487-503
The authors of the present investigation provide baseline data regarding preservice teachers’ beliefs about addressing the needs of students whose backgrounds and abilities differ from their own. These data provide the guidance for subsequent in-depth longitudinal investigations about the ways in which preservice teachers’ beliefs inform their classroom behaviors toward the aforementioned students, as well as suggestions for teacher educators about program improvements. 相似文献
20.
Indiana recently passed legislation requiring teacher preparation programs to educate future teachers on how to identify and refer struggling readers, including students with learning needs related to dyslexia. The purpose of this study was to examine whether a university course that covers content in response to legislation was effective in improving preservice teachers’ knowledge about the topic of dyslexia. Participants included 62 undergraduate students enrolled in general education teacher preparation programs. One group of 23 participants had taken a required course with content regarding reading challenges and targeted instruction; the remaining 39 participants had not yet taken the required course. Preservice teachers who took the course had more accurate knowledge about dyslexia than those who had not taken the course. There were no differences between groups for confidence in ability to help students struggling with dyslexia. Additional implications regarding legislation and teacher preparation will be included in the discussion. 相似文献