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1.
ABSTRACT

Feedback is an essential formative assessment practice that has the potential to influence student learning and achievement positively. Providing effective feedback, however, is a challenging task for teachers. Especially beginning teachers struggle with the provision of information that supports students in developing and improving their competences. Learning to provide feedback thus is an important aspect of teacher education. The present exploratory study investigates pre-service chemistry teachers’ practices regarding the judgement of students’ level of achievement and the provision of feedback in the context of the control-of-variables strategy. A sample of N?=?40 bachelor and master students at Kiel University judged students’ written artefacts and provided feedback with the aim to support students in their progression towards the learning goals. The quality of the feedback was coded with respect to its correct judgement of the students’ current levels of achievement and the support it provided regarding next steps in learning. The results show that only a few of the pre-service teachers could correctly judge students’ current levels of achievement and provide feedback that is expected to be effective. Overall, the findings indicate a need for more research in this field and a need for the implementation of formative assessment practices as a topic in pre-service teacher education.  相似文献   

2.
Cognitive load theory (CLT) can explain the challenges faced by student teachers. This study, guided by the CLT, included 26 pre-service teachers. Participants completed a cognitive load self-report questionnaire and were interviewed at two points during their student teaching. Results revealed that student teachers decreased mental effort related to monitoring their students’ level of attention, meeting needs of diverse learners, and managing internal and external distractions. Qualitative analysis revealed: (1) student teachers became aware of limited cognitive resources; (2) lesson planning imposes cognitive load during student teaching; and (3) cognitive overload limits the ability to make modifications during teaching.  相似文献   

3.
The purpose of this study is to examine the salient characteristics of the ‘Question-Answer Process’ (QAP) in senior high school chemistry class between pre- and in-service teachers. We first developed the ‘Instrument of Question-Answer Process’ (IQAP), and then, applied it to compare salient characteristics of QAP between pre- and in-service teachers. Data collection consists of classroom observation and structured-interview. Participants are seven pre-service and seven in-service chemistry teachers. The results are: (a) Both pre-and in-service teachers ask most of the questions and students ask few questions; (b) Pre-service teachers ask more lower cognitive level questions, while in-service teachers ask more higher cognitive level questions; (c) Pre-service teachers tend to ask non-volunteer students while in-service teachers tend to ask volunteer students to respond; (d) Pre-service teachers tend to be ‘no feedback or ignore’ after students provide answers and both pre- and in-service teachers seldom guide students to reflect on answers; and (e) The frequency of authority of ‘student’ in pre-service teachers’ class is much higher than those in in-service teachers’ class, while the frequency of authority of ‘teacher and student’ is much lower than those of in-service teachers’ class.  相似文献   

4.
Irish science education is aiming to develop post-primary students’ knowledge of and about science through the introduction of ‘nature of science’ (NOS) in the new junior cycle science specification. This study aimed to investigate pre-service science teachers’ views about a particular aspect of NOS, namely the aims and values of science. Aims and values in relation to science can be considered from epistemic, cognitive, cultural, social, political, moral and ethical perspectives. In this paper, we focus on the epistemic, cognitive and social aims and values of science to provide a broad overview and investigate pre-service science teachers’ understanding of them. Qualitative methods are used to highlight two case studies that provide an in-depth record of how pre-service science teachers interpret aims and values of science. Although the sample is limited in terms of its generalisability to pre-service teacher education at large, the study provides a framework for (a) what to target and investigate about NOS in science education, particularly about aims and values of science, and (b) how pre-service science teachers are likely to make sense of such relatively new curricular goals. Implications for pre-service science teacher education are discussed.  相似文献   

5.
Germany has a unique scholarship program for highly talented students. The present study identifies differences between supported and non-supported pre-service teachers in this program and focuses on their motivations. A survey of N = 703 pre-service teachers (n = 279 supported) forms the basis of the analysis. Using a non-parametric data preprocessing approach (matching individuals), differences in motivations to become a teacher were modelled in these two balanced groups. The results show significant differences between supported and unsupported pre-service teachers in terms of their motivations for becoming teachers; however, there are no differences after propensity score matching and consideration of confounding variables. The findings indicate that a closer look at the subgroups of pre-service teachers is needed, and the results are therefore relevant to research on teacher education and the support of highly talented pre-service teachers. Future research should account for longitudinal approaches and the scholarship programs’ impact.  相似文献   

6.
Developing pre-service science teachers’ epistemic insight remains a challenge, despite decades of research in related bodies of work such as the nature of science (NOS) in science education. While there may be numerous aspects to this problem, one critical element is that the NOS is a meta-concept that demands higher-order cognitive skills. One possible strategy to facilitate pre-service teachers’ understanding of epistemic aspects of science is visualisation. Visual representations of objects and processes can be tools for developing and monitoring understanding. Although the NOS and visualisation literatures have been studied extensively, the intersection of these bodies of literatures has been minimal. Incorporating visual tools on the NOS in teacher education is likely to facilitate teachers’ learning, eventually impacting their students’ learning of the NOS. The objective of this paper is to illustrate how the visual tools of scientific knowledge and practices aspects of the NOS can be integrated in science teacher education in order to develop pre-service teachers’ epistemic insight. The paper presents an empirical study that incorporated visual tools about the NOS in primary science teacher education. Data on 14 pre-service teachers’ are presented along with in-depth case studies of 3 pre-service teachers illustrating the influence of the teacher education intervention. The qualitative analysis of visual representations before and after the intervention as well as verbal data suggests that there was improvement in pre-service teachers’ perceptions of the NOS. Implications for future research on visualisation of the NOS are discussed.  相似文献   

7.
A study in an Australian university investigated 150 pre-service teachers’ responses to and participation in discourses of attention deficit hyperactivity disorder (ADHD). Interesting data surfaced around the notion of ‘labelling’ children with ADHD. It seemed that the pre-service teachers did not believe ‘ADHD’ to be a label. Whilst the literature reviewed acknowledged diagnosing a child with ADHD to be tantamount to labelling (that is, ‘ADHD’ is a medical diagnostic label), the pre-service teachers in this study differentiated diagnosis from labelling and cast labelling as occurring in the classroom sometime pre- or post- diagnosis. Speaking of diagnosis and labelling in this way re-defines an object of dominant labelling discourse: ‘doctor as labeller’ is replaced with notions of ‘teacher as labeller’. Using Foucault’s ‘rules of discursive formations’ to frame its analysis, this study pondered the pre-service teachers’ conceptions of labelling and in doing so revealed a ‘teacher as labeller’ discursive formation. This article provides examples of how this discursive formation features in pre-service teachers’ talk and outlines an important implication of the ‘teacher as labeller’ discursive formation, namely that it enables teachers to cement their role in the ADHD medical diagnostic apparatus.  相似文献   

8.
Comparing self-perceived quality of teaching to students’ perception can be used in higher education to improve the quality of teaching of pre-service teachers in teacher education. However, comparing these measurements from different perspectives is only meaningful if the same constructs are being measured. To shed light on this comparison’s meaningfulness, we scrutinised whether aspects of quality of teaching are measured in the same way across pre-service teachers and their students by means of measurement invariance analyses. To do so, 272 pre-service teachers in teacher education rated aspects of their quality of teaching, and were rated by their 4851 students. Measurement invariance across these perspectives was tested in multilevel structural equation models. Strong measurement invariance held for two aspects of quality of teaching; for the third, one item lacked weak measurement invariance. Pre-service teachers perceived their quality of teaching lower than their students. In conclusion, aspects of quality of teaching can be compared across perspectives, and teacher education should encourage pre-service teachers to use students’ feedback as a valuable resource for improving their quality of teaching.  相似文献   

9.
为提升职前教师情绪智力的基础——情绪觉察能力,采用由情绪认知训练和情绪体验练习两种方法构成的团体心理辅导,对职前教师情绪觉察能力进行优化。结果发现:职前教师实验组的情绪识别正确率提高、反应时下降,同时情绪觉察能力较干预前有较大的提升,这表明情绪认知训练和情绪体验练习可以有效提升职前教师的情绪觉察能力。  相似文献   

10.
In the student teaching triad model adopted in this study, pairs of pre-service teachers worked collaboratively with cooperating teachers during a 12-week field experience. The main objectives of the study were to document the benefits and challenges for pre-service teachers and cooperating teachers who participate in a triad model and to describe the co-teaching models that would emerge during this experience. Pre-service teachers and their cooperating teachers reported several strengths of the triad model in the following areas—learning from each other, professional support, outcomes for K-12 students, comprehensive feedback about teaching and classroom practice, and pre-service teacher confidence. Limitations and concerns identified by both groups included dependency, confusion with classroom management issues, loss of individuality, and competition between the pre-service teachers.  相似文献   

11.
Teacher education institutions play a key role in preparing pre-service teachers to graduate as competent and confident inclusive educators. Seeking to understand pre-service teachers’ current perceptions of diversity and inclusion, and how they perceived themselves as future inclusive educators, this qualitative study employed inductive analysis to explore pre-service teachers’ self-perceptions as inclusive teachers, utilising the theory of possible selves. Forty-six (n?=?46) of 292 pre-service teachers enrolled in an inclusive education subject in a graduate entry teacher education programme in eastern Australia participated in this study. Findings revealed that pre-service teachers had developed good theoretical understanding of inclusive education through their coursework. However, their development of possible selves as inclusive educators was less well-defined in that they had difficulty extending their understandings of who they might be as inclusive teachers beyond their coursework samples. This difficulty in identifying their cultural selves beyond a stereotypical norm of who a ‘classroom teacher’ is indicates a need for more and extensive time for pre-service teachers to develop their professional identities as inclusive educators.  相似文献   

12.
In simulations, pre-service teachers need sophisticated feedback to develop complex skills such as diagnostic reasoning. In an experimental study with N = 178 pre-service teachers about simulated pupils with learning difficulties, we investigated the effects of automatic adaptive feedback, which is based on artificial neural networks, on pre-service teachers' diagnostic reasoning. Diagnostic reasoning was operationalised as diagnostic accuracy and the quality of justifications. We compared automatic adaptive feedback with static feedback, which we provided in form of an expert solution. Further, we experimentally manipulated whether the learners worked individually or in dyads on the computer lab-based simulations. Results show that adaptive feedback facilitates pre-service teachers’ quality of justifications in written assignments, but not their diagnostic accuracy. Further, static feedback even had detrimental effects on the learning process in dyads. Automatic adaptive feedback in simulations offers scalable, elaborate, process-oriented feedback in real-time to high numbers of students in higher education.  相似文献   

13.
Understanding the factors that contribute to an effective teacher has the potential to influence selection and preparation of pre-service teachers and may influence student outcomes. Prior research suggests a relationship between teacher characteristics (academic achievement, verbal ability, gender) and teacher effectiveness, however, these factors explain only a fraction of the overall variance in the effectiveness of teachers. Guided by the What Works Clearinghouse protocol for Teacher Training, Evaluation and Compensation, this study involving pre-service teachers (N = 400) used teacher performance rankings resulting from classroom observations and explored factors that may contribute to varying levels of teacher performance. Pre-service teachers’ prior teaching performance, personality characteristics and previous academic achievement were assessed as predictive factors of teacher performance. Results indicate that no significant relationship was identified between personality traits and the outcome variable teaching performance in this study. However, previous teaching performance in addition to academic achievement scores emerged as significant predictors of teaching performance.  相似文献   

14.
《师资教育杂志》2012,38(1):65-77
This paper reports on the development of reflectiveness and research skills in eight pre-service teachers, through their participation in a funded research project to develop the handwriting of children with literacy problems. The project aimed to analyse the reflections of the trainee teachers participating in an authentic research study and to consider what this reflection on practice might offer to the education of teachers in the current UK training context. The context for the paper was a project which engaged pre-service trainee teachers in researching the proposition that automaticity in handwriting plays a role in facilitating composing processes and that the automaticity of early writers can be trained. Some outcomes of the project for pupils are reported. The focus in the present paper is, however, on the participating trainee teachers and the paper suggests that conducting research was a significant learning event for these pre-service teachers and that, through working together, they were able to analyse their development as researchers and their learning during the research process. At a time when the English government views teacher training as a method of school improvement and the effectiveness of training is measured through its immediate impact on pupil outcomes, this study offers an example of how shared research can offer positive learning outcomes for pupils, develop the reflective thinking of pre-service teachers through researching a real problem, and develop links across a range of school and university settings.  相似文献   

15.
A Study Of Mathematics Anxiety in Pre-Service Teachers   总被引：1，自引：0，他引：1  
The study investigated the changes in levels of mathematics anxiety among pre-service teachers in six different sections of a mathematics method courses for early childhood/elementary education pre-service teachers. The changes were a function of using Bruner’s framework of developing conceptual knowledge before procedural knowledge and using manipulatives and other activities to make mathematics concepts more concrete and meaningful. Data were collected using quantitative and qualitative measures. Two hundred forty-six pre-service teachers completed a 98-item Likert-type survey. Informal discussions, informal interviews, and questionnaire-guided narrative interviews were conducted with pre-service teachers. Data revealed a statistically significant reduction in mathematics anxiety in pre-service teachers (p < .001) who completed a mathematics methods course that emphasized Bruner’s model of concept development. Results of the study have implications for teacher education programs concerning how future teachers are trained, the measurement of mathematics anxiety levels among pre-service teachers, and the determination of specific contexts in which mathematics anxiety can be interpreted and reduced.  相似文献   

16.
While different theoretical frameworks have been proposed to characterise the nature of feedback and the conditions under which feedback contributes to student learning, few empirical studies have examined the usefulness of these theoretical frameworks to understand student feedback experiences in classrooms particularly in a pre-service context. This article explores what classroom feedback practices trainee teachers experience, and how their feedback experiences relate to their learning motivation. The paper presents the results of questionnaire surveys conducted with 276 pre-service ESL trainee teachers in a BEd English education programme. The study found that trainee teachers in this study experienced predominantly activity-based feedback and teacher evaluation feedback, while peer/self feedback and longitudinal-development feedback were relatively infrequently used in the classroom. However, peer/self feedback and longitudinal-development feedback appeared to be most powerful in predicting positive motivational processes, followed by activity-based feedback and teacher evaluation feedback.  相似文献   

17.
In this article, we present a valid and reliable instrument which measures the attitude of in-service and pre-service primary teachers toward teaching science, called the Dimensions of Attitude Toward Science (DAS) Instrument. Attention to the attitudes of primary teachers toward teaching science is of fundamental importance to the professionalization of these teachers in the field of primary science education. With the development of this instrument, we sought to fulfill the need for a statistically and theoretically valid and reliable instrument to measure pre-service and in-service teachers' attitudes. The DAS Instrument is based on a comprehensive theoretical framework for attitude toward (teaching) science. After pilot testing, the DAS was revised and subsequently validated using a large group of respondents (pre-service and in-service primary teachers) (N = 556). The theoretical underpinning of the DAS combined with the statistical data indicate that the DAS possesses good construct validity and that it proves to be a promising instrument that can be utilized for research purposes, and also as a teacher training and coaching tool. This instrument can therefore make a valuable contribution to progress within the field of science education.  相似文献   

18.
This study describes the characteristics of pre-service teachers’ discourse on a WebCT Bulletin Board in their investigations of local streams in an integrated mathematics and science course. A qualitative analysis of data revealed that the pre-service teachers conducted collaborative discourse in framing their research questions, conducting research and writing reports. The science teacher educator provided feedback and carefully crafted prompts to help pre-service teachers develop and refine their work. Overall, the online discourse formats enhance out-of-class communication and support collaborative group work. But the discourse on the critical examination of one another’s point of views rooted in scientific inquiry appeared to be missing. It is suggested that pre-service teachers should be given more guidance and opportunities in science courses in carrying out scientific discourse that reflects reform-based scientific inquiry.  相似文献   

19.
In teaching physics, the history of physics offers fruitful starting points for designing instruction. I introduce here an approach that uses historical cognitive processes to enhance the conceptual development of pre-service physics teachers’ knowledge. It applies a method called cognitive-historical approach, introduced to the cognitive sciences by Nersessian (Cognitive Models of Science. University of Minnesota Press, Minneapolis, pp. 3–45, 1992). The approach combines the analyses of actual scientific practices in the history of science with the analytical tools and theories of contemporary cognitive sciences in order to produce knowledge of how conceptual structures are constructed and changed in science. Hence, the cognitive-historical analysis indirectly produces knowledge about the human cognition. Here, a way to use the cognitive-historical approach for didactical purposes is introduced. In this application, the cognitive processes in the history of physics are combined with current physics knowledge in order to create a cognitive-historical reconstruction of a certain quantity or law for the needs of physics teacher education. A principal aim of developing the approach has been that pre-service physics teachers must know how the physical concepts and laws are or can be formed and justified. As a practical example of the developed approach, a cognitive-historical reconstruction of the electromagnetic induction law was produced. For evaluating the uses of the cognitive-historical reconstruction, a teaching sequence for pre-service physics teachers was conducted. The initial and final reports of twenty-four students were analyzed through a qualitative categorization of students’ justifications of knowledge. The results show a conceptual development in the students’ explanations and justifications of how the electromagnetic induction law can be formed.  相似文献   

20.
周成海 《教育科学》2020,36(2):64-70
职前教师教育项目所进行的教学改革,多是针对传统的“传递取向教学法”的不足而设计的,“用电影教”即为改革举措之一。“用电影教”能使教学适应职前教师的认知特点,促进教育理论与实践的联结,为职前教师的思考和讨论提供“催化剂”,并发展其技术品性。在职前教师教育中,“用电影教”可用于教授诸多学习主题,在教学过程上具有一定的灵活性,但也遵循一些共性的要求。对职前教师教育中的“用电影教”进行研究,能够为职前教师教育的教学法改革提供参考。  相似文献   

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