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1.
A research-based framework for teaching science is a heuristic tool used to help preservice teachers conceptualize many
complexities of teaching while making explicit the strategy to use a research-based body of professional knowledge to inform
instructional decision-making (Clough, 2003, Paper presented at the annual meeting of the Association for the Education of Teachers in Science, St. Louis, MO). Elementary
preservice teachers frequently struggle to apply this knowledge to classroom decisions (Madsen, 2002, Paper presented at the annual meeting of the North Central Association for the Education of Teachers of Science, Bettendorf,
IA). This study examined the effects of using a video case-analysis within an elementary science methods course focused on
the development of a research-based framework. Students in two course sections completed a unit plan, and students in one
section completed the video analysis. Video analysis students’ performance on an oral defense with the instructor was compared
with oral defense performance from students in the unit plan group. Video analysis students outperformed their peers on questions
related to how learning theories influence decisions of selecting content, explaining the use of questioning, and the use
of self assessment strategies. Despite these differences, students in both groups still perceive teaching as primarily accomplished
through activities and have difficulties understanding the critical role of the teacher in promoting student goals. This study
raises issues regarding teachers’ knowledge development during preservice experiences. 相似文献
2.
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
3.
Valarie L. Akerson Cary A. Buzzelli Jennifer Eastwood 《Journal of Science Teacher Education》2010,21(2):205-214
This paper describes research that compares preservice early childhood teachers’ cultural values and the values they believe
are held by scientists. Using the Schwartz Values Inventory (SVI) (Schwartz (1992) Adv Exp Soc Psychol 25:331–351) preservice early childhood teachers cultural values were assessed, followed by an assessment
of the values they believed were held by scientists. Schwartz postulated that cultural values could be aggregated into 11
domains (universalism, benevolence, tradition, self-direction, stimulation, hedonism, achievement, power, conformity, spirituality,
and security). Paired T-tests indicated significant differences between preservice early childhood teachers’ cultural values from those they believed
scientists held on the domains of power, achievement, stimulation, benevolence, conformity, and security. The discussion explores
the meaning of these results and provides implications for early childhood science teacher education. 相似文献
4.
Feral Ogan-Bekiroglu Hatice Akkoç 《International Journal of Science and Mathematics Education》2009,7(6):1173-1199
The purposes of this study were to determine preservice physics teachers’ instructional beliefs and to investigate the relationship
between their beliefs and practices. The theoretical framework was based on the combination Haney & McArthur’s (Science Education, 86(6):783–802, 2002) research and Ford’s (1992) motivation systems theory. A multicase study design was utilized for the research in order to focus on a belief–practice
relationship within several examples. Semistructured interviews, observations, and preservice teachers’ written documents
were used to collect data. Results showed that most preservice teachers held instructional beliefs aligned with constructivist
philosophy. Some of the preservice teachers’ beliefs were consistent with their practices while some of them presented different
practices from their beliefs in different placements. 相似文献
5.
Lori Dira Smolleck Carla Zembal-Saul Edgar P. Yoder 《Journal of Science Teacher Education》2006,17(2):137-163
The purpose of this study was to develop, validate, and establish the reliability of an instrument that measures preservice teachers' self-efficacy in regard to the teaching of science as inquiry. The instrument, Teaching Science as Inquiry (TSI), is based upon the work of Bandura (1977, 1981, 1982, 1986, 1989, 1995, 1997), Riggs (1988), and Enochs and Riggs (1990). Self-efficacy in regard to the teaching of science as inquiry was measured through the use of a 69-item Likert-type scale instrument designed by the author of the study. Based on the standardized development processes used and the associated evidence, the TSI appears to be a content and construct valid instrument with high internal reliability for use with preservice elementary teachers to assess self-efficacy beliefs in regard to the teaching of science as inquiry. 相似文献
6.
Research points to particular problems in the experiences of White teachers teaching students of color (Cochran-Smith et al.,
2004). Despite good intentions, teaching students of diverse backgrounds and experiences can be challenging for teachers who are
unfamiliar with their students’ backgrounds and communities. The purpose of this paper is to describe the development of notions
about “good urban teaching” for three women in a preservice teacher preparation program. Reporting on two years of data, we
show how the three women negotiated their beliefs and identities in light of program demands and classroom realities. The
lack of synchronicity within the women’s experiences highlights that the traditional (white, female, middle class) students
in preservice teacher education programs are not homogeneous. The significance of this difference is highlighted through the
concept of heterogeneity. We define heterogeneity as the differences that exist among traditional students in preservice teacher
preparation programs. Our research suggests that heterogeneity is complicit in the progress or lack of progress of preservice
teachers developing professional identities.
This paper was originally presented at the Annual Meeting of the American Education Research Association April 7–11, 2006 San Francisco, CA
An erratum to this article can be found at 相似文献
7.
Christine Lotter Jonathan Singer Jenice Godley 《Journal of Science Teacher Education》2009,20(6):553-582
This study describes the influence of a secondary science methods program on secondary science preservice teachers’ views
and enactment of nature of science and inquiry-based instructional practices. Built into the structure of this program were
three cycles of practice teaching and reflection in which the preservice teachers focused on key pedagogical ideas in classroom
settings with middle and high school students. The nine secondary preservice teachers improved both their understanding and
enactment of inquiry and nature of science throughout the program period. This study provides evidence of the importance of
incorporating multiple low-stakes practicum experiences that are closely tied to methods course goals that are highly scaffolded
through both methods instructor and cooperating teacher support and tied to analytic self-reflection. 相似文献
8.
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
9.
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
10.
Shelly Sheats Harkness 《Educational Studies in Mathematics》2009,70(3):243-258
The study reported here is the third in a series of research articles (Harkness, S. S., D’Ambrosio, B., & Morrone, A. S.,in
Educational Studies in Mathematics 65:235–254, 2007; Morrone, A. S., Harkness, S. S., D’Ambrosio, B., & Caulfield, R. in Educational Studies in Mathematics 56:19–38, 2004) about the teaching practices of the same university professor and the mathematics course, Problem Solving, she taught for preservice elementary teachers. The preservice teachers in Problem Solving reported that they were motivated and that Sheila made learning goals salient. For the present study, additional data were
collected and analyzed within a qualitative methodology and emergent conceptual framework, not within a motivation goal theory
framework as in the two previous studies. This paper explores how Sheila’s “trying to believe,” rather than a focus on “doubting”
(Elbow, P., Embracing contraries, Oxford University Press, New York, 1986), played out in her practice and the implications it had for both classroom conversations about mathematics and her own mathematical
thinking. 相似文献
11.
Colleen Vale Alasdair McAndrew Siva Krishnan 《Journal of Mathematics Teacher Education》2011,14(3):193-212
A professional learning program for teachers of junior secondary mathematics regarding the content and pedagogy of senior
secondary mathematics is the context for this study of teachers’ mathematical and pedagogical knowledge. The analysis of teachers’
reflections on their learning explored teachers’ understanding of mathematical connections and their appreciation of mathematical
structure. The findings indicate that a professional learning program about senior secondary mathematics can enable practicing
teachers to deepen and broaden their knowledge for teaching junior secondary mathematics and develop their practice to support
their students’ present and future learning of mathematics. Further research is needed about professional learning approaches
and tasks that may enable teachers to imbed and develop awareness of structure in their practice. 相似文献
12.
Meltem Kuvac 《Educational studies》2019,45(1):72-94
This study attempted to investigate the effect of problem-based learning (PBL) on the environmental attitudes of preservice science teachers. In the study, an experimental design was used with a pre-test and post-test control group. In all, 51 junior preservice science teachers participated in the study. The study was carried out over 10 weeks within the scope of an environmental science course. During the study, lessons in the experimental group were processed using a PBL approach while lessons in the control group were processed using a traditional teaching approach. Data were collected through a personal information form and environmental attitudes inventory. Data were then analysed using PASW Statistics 18 (SPSS Inc.). The findings of the study revealed a statistically significant increase in favour of the experimental group preservice science teachers’ environmental attitudes. An increase in environmental attitudes was also found in the control group; however, this increase was not statistically significant. As a result, PBL was found to be more effective than the traditional teaching approach in the development of environmental attitudes in preservice science teachers. 相似文献
13.
Emily J. S. Kang Julie A. Bianchini Gregory J. Kelly 《Journal of Science Teacher Education》2013,24(3):427-447
Preservice science teachers face numerous challenges in understanding and teaching science as inquiry. Over the course of their teacher education program, they are expected to move from veteran science students with little experience learning their discipline through inquiry instruction to beginning science teachers adept at implementing inquiry in their own classrooms. In this study, we used Aikenhead’s (Sci Educ 81: 217–238, 1997, Science Educ 85:180–188, 2001) notion of border crossing to describe this transition preservice teachers must make from science student to science teacher. We examined what one cohort of eight preservice secondary science teachers said, did, and wrote as they both conducted a two-part inquiry investigation and designed an inquiry lesson plan. We conducted two types of qualitative analyses. One, we drew from Costa (Sci Educ 79: 313–333, 1995) to group our preservice teacher participants into one of four types of potential science teachers. Two, we identified successes and struggles in preservice teachers’ attempts to negotiate the cultural border between veteran student and beginning teacher. In our implications, we argue that preservice teachers could benefit from explicit opportunities to navigate the border between learning and teaching science; such opportunities could deepen their conceptions of inquiry beyond those exclusively fashioned as either student or teacher. 相似文献
14.
Valarie L. Akerson Cary A. Buzzelli Jennifer L. Eastwood 《Journal of Science Teacher Education》2012,23(2):133-157
This study explored preservice teachers’ views of their own cultural values, the cultural values they believed scientists
hold, and the relationships of these views to their conceptions of nature of science (NOS). Parallel assignments in a foundations
of early childhood education and a science methods course required preservice teachers to explore their own cultural backgrounds
and their perceptions of the cultural backgrounds of scientists. The Schwartz Values Inventory was used to measure preservice teachers’ personal cultural values and those they perceived of scientists. The Views of Nature of Science version B questionnaire and interviews assessed teachers’ conceptions of NOS. Copies of student work were collected and sought for
themes indicating how preservice teachers perceived scientists’ cultural values and how those perceptions changed over time.
We found that from the beginning to the end of the semester, preservice teachers perceived fewer differences between their
own cultural values and those they perceived scientists held, though they did not change their own cultural values. We found
that preservice teachers’ NOS conceptions improved, and that they were related to both their cultural values and those they
perceived scientists held. Preservice teachers who indicated the fewest differences between their own cultural values and
those they perceived scientists held the most informed conceptions of NOS. 相似文献
15.
William R. Brown 《科学教学研究杂志》1973,10(3):243-249
The purposes of this study were to develop instruments to assess the nature of student-teacher relations and classroom activities, and the personal adjustment of preservice science teachers in two concurrent programs and to see if the two groups differed significantly in the three areas measured by the Checklist for Assessment of Science Teachers (CAST). The CAST was completed by university supervisors, cooperating teachers, and classroom pupils in terms of 92 secondary student teachers at the completion of three student teaching quarters. Multivariate analysis of variance was used to detect differences between treatment groups. The major differences between the two groups of science student teachers were the types of classroom activities used and the nature of their student-teacher (teacher-pupil) relations. 相似文献
16.
Conclusion This study points to the fact that it would be practical to compare and assess the instructional strategies of exemplary and
novice elementary science teachers using a set of criteria derived from published teacher effectiveness studies. According
to this study there are differences ranging from significant to null between the instructional behaviors of exemplary and
novice teachers, and it indicates that it may not be appropriate to rely entirely upon the findings of individual teacher
effectiveness studies to prepare effective preservice teachers. Science teacher educators need to focus more directly on the
differences in instructional strategies between the exemplary and novice teachers and inquire further into determining the
causes for the differences. Hurd (1982) reported that about half of the elementary teachers studied believe that their preservice
education failed to prepare them to teach science in real classrooms. If what separates exemplary teachers from novices can
be clearly identified, then the science teacher educator’s task of preparing effective preservice teachers will be an easier
one. Then it would be also possible to develop effective preservice science teacher education programs more congruent with
exemplary science teaching practices and augment the existing science teacher education knowledge base through further research. 相似文献
17.
AbstractThe current study aimed to examine differences in ecological values between Indonesian and Korean preservice science teachers. Fifteen items from revised-New Ecological Paradigm based on value orientations were used as the research instrument. Two hundred seventy-three preservice science teachers participated in the study. Rasch analyses of dimensionality, item fit, and differential item functioning were used to explore the validity of the instrument. The independent-sample T-test and Pearson’s correlation test were utilized to compare data from the two countries. Preservice science teachers from the two different countries showed significant differences in only one of the three value orientations, which is egoistic value. Relationships among cultural, educational, and economic factors, as well as environmental values in these countries are discussed to fully explore the findings. 相似文献
18.
Eric N. Wiebe David A. Slykhuis Leonard A. Annetta 《International Journal of Science and Mathematics Education》2007,5(2):329-348
Slideware applications (e.g., PowerPoint) have become more prevalent in instruction across disciplines. This is especially
true at post secondary institutions where many instructors are using slideware as a sole instructional tool. This study evaluated
the relative effectiveness of scientific visualization in two PowerPoint delivery strategies on science learning for preservice
teachers. Twenty-five preservice teachers enrolled in an undergraduate introduction to science education class were stratified
into two PowerPoint delivery strategies. The strategies were: PowerPoint with instructor voiceover narration and PowerPoint
without voiceover. Post-test Mann-Whitney U suggested no differences (p > 0.05) in science learning across the two strategies. Further, eye tracking analysis suggests voiceover guides the PowerPoint
user to graphics and text, but voiceover does not significantly affect learning. Results suggest immediacy with technology
doesn't necessarily produce meaningful learning. Good teaching still is the key component of meaningful learning. 相似文献
19.
Angela C. Baum Paula McMurray‐Schwarz 《Journal of Early Childhood Teacher Education》2013,34(3):147-155
Abstract The purpose of this study is to describe early childhood preservice teachers’ beliefs about the inclusion of children with special needs in early childhood settings. Nineteen female undergraduate early childhood education preservice teachers participated in one of five focus groups. Students were divided into three groups based on the courses they were enrolled in or had completed: Beginner (sophomore and junior courses), Intermediate (senior courses), and Advanced (student teaching). Additionally, 6 of the 19 students participated in individual interviews. Data analysis resulted in themes related to students’ beliefs and philosophies of inclusion, as well as their thoughts concerning practice in inclusive programs. This paper describes students’ beliefs within each group and compares responses across the different groups. Implications are discussed in relation to teacher education programs and directions for future research. 相似文献
20.
Quality teacher evaluation is a complex subject, requiring complex methods that draw from multiple data sources (Peterson, 2000). Most importantly, preservice teacher evaluation should match teacher education objectives (Popham, 1993) and, ultimately, be used to inform teacher practices and reform educational programming (Darling-Hammond, 1990). The purpose of this study is to present an evaluation model that uses multiple data sources for a preservice teacher’s internship experience. This model is employed within a teacher education program at a large land-grant university; the multiple data sources match program objectives and draw parallels between preservice and inservice teacher evaluation tools at use in this particular state. The evaluation model incorporates two guiding objectives within this college of education’s mission statement—objectives that focus on performance and reflection. First, preservice teachers are educated to assume roles of leadership and service in classroom practice, and second, preservice teachers are taught to become reflective practitioners, The first objective is measured by using a research-based classroom observation rating form during the internship that closely resembles the tool used by the state-licensing department of education. The second program objective is measured through the use of portfolios. In addition to using the results from these instruments to advise preservice teachers regarding their professional growth, the data can also guide program development within the college and suggest programmatic reform, an often overlooked yet integral factor of personnel evaluation. Discussion of specific rating results per instrument and specific avenues for program development are presented. 相似文献