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1.
Teachers need an understanding of the nature of science (NOS) to enable them to incorporate NOS into their teaching of science. The current study examines the usefulness of a strategy for challenging or changing teachers’ understandings of NOS. The teachers who participated in this study were 10 initial teacher education chemistry students and six experienced teachers from secondary and primary schools who were introduced to an explicit and reflective activity, a dramatic reading about a historical scientific development. Concept maps were used before and after the activity to assess teachers’ knowledge of NOS. The participants also took part in a focus group interview to establish whether they perceived the activity as useful in developing their own understanding of NOS. Initial analysis led us to ask another group, comprising seven initial teacher education chemistry students, to take part in a modified study. These participants not only completed the same tasks as the previous participants but also completed a written reflection commenting on whether the activity and focus group discussion enhanced their understanding of NOS. Both Lederman et al.’s (Journal of Research in Science Teaching, 39(6), 497–521, 2002) concepts of NOS and notions of “naive” and “informed” understandings of NOS and Hay’s (Studies in Higher Education, 32(1), 39–57, 2007) notions of “surface” and “deep” learning were used as frameworks to examine the participants’ specific understandings of NOS and the depth of their learning. The ways in which participants’ understandings of NOS were broadened or changed by taking part in the dramatic reading are presented. The impact of the data-gathering tools on the participants’ professional learning is also discussed. 相似文献
2.
This longitudinal study examined the role of metaconceptual awareness in the change and the durability of preservice teachers’ conceptual understandings over the course of several months. Sixteen preservice early childhood teachers participated in the study. Semi-structured interviews were conducted to reveal the participants’ conceptual understandings of lunar phases (pre, post, and delayed-post) and level of metaconceptual awareness (delayed-post only). Based on the change and stability in participants’ conceptual understandings from pre to post and from post to delayed-post interviews, participants’ conceptual understandings were assigned into three groups that described the profile of their long-term conceptual understandings: “decay or stability”, “continuous growth”, and “growth and stability”. The results indicated that participants in the “continuous growth” and “growth and stability” groups had significantly higher metaconceptual awareness scores than participants in the “decay or stability” group. The results provided evidence that metaconceptual awareness plays a more decisive role in the restructuring of conceptual understandings than the durability of conceptual understandings. 相似文献
3.
The purpose of the study was to investigate the reliability and validity of a Turkish adaptation of an existing instrument
for measuring teacher interpersonal behaviour. The Questionnaire on Teacher Interaction (QTI) maps teacher behaviour in terms
of two dimensions: Influence (Dominance–Submission) and Proximity (Cooperation–Opposition). A sample of 674 students from
24 classes (Grades 9–11) of experienced teachers in two Turkish secondary schools participated in the study. Development of
the instrument involved several steps: translation and back translation by teacher educators; piloting of different versions
while refining the items; interviews with students and teachers to establish the importance of teacher interpersonal behaviour
in the Turkish context; and a final administration of the questionnaire to the sample described. Interview data and statistical
analyses supported the reliability and validity of the instrument. Turkish teachers were perceived by their students as very
cooperative and moderately dominant.
相似文献
| Jale CakirogluEmail: |
4.
Suxian Zhan 《Asia-Pacific Journal of Teacher Education》2008,36(1):53-70
The current nation‐wide reform of Chinese primary and secondary education prompted an empirical research project, “An empirical investigation of in‐service English teachers1 in primary and secondary schools and a study of a pre‐service language teacher education program”, conducted at Baoding, China. This project is considered as potentially relevant to other Chinese and Asian nations that are engaged in the transformation of their provision of English language instruction. This project was developed in two stages: first, it sought data from in‐service English teachers, using questionnaires and interviews with English teachers from schools differentiated by geographical context and system; and second, these data were used to inform the design of a new pre‐service English teacher education program. In this paper, the consultative processes of Stage 1 are discussed and the teachers' proficiencies in the new direction of teaching English are critically examined. On the basis of these data, reflections and implications of the strengths and weaknesses of the present pre‐service language teacher training program are made. 相似文献
5.
Vicki Garavuso 《Journal of Early Childhood Teacher Education》2013,34(4):393-410
Introducing critical pedagogies into undergraduate early childhood teacher education programs may enable working class teachers who work with working class children to better examine assumptions of developmentally and culturally appropriate practices. This study focuses on a Latino assistant teacher who, after having returned from a semester of student teaching, attempted to cultivate an ethos of professional interaction among his peers. His ability to name, challenge and ultimately reject inappropriate ideologies and practices (Bartolomé, 2004) are coupled with his concern for his children and his community. Illustrating Dahlberg, Moss, and Pence's definitions of “quality” and “meaning making,” (2001) this study also considers ways in which administrators and teacher educators can respond to and support teachers who return to their jobs after their student-teaching experiences. 相似文献
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Kathleen Clayton Heidi Smith Janet Dyment 《Asia-Pacific Journal of Teacher Education》2014,42(2):167-185
Understanding theory–practice relationships in pre-service teacher education is an enduring concern for many teacher educators. Drawing on data from an investigation into the theory–practice nexus in an outdoor education teacher education programme, this article examines pedagogical approaches to exploring theory and practice with pre-service teachers. The investigation, a qualitative case study, examined the views of the programme’s teacher educators (authors) using an analytical lens informed by two similar theoretical models.
The article focuses on elements that were found to be central to pedagogical approaches within the programme: self-awareness, experience, reflexivity, and a “community of learners.” While the approaches represent a departure from “theory application” and “theory–practice integration” approaches, and a move towards praxis development, the study highlighted challenges and issues including the need for teacher educators to scrutinise theory–practice relationships in their own teaching and discourse. Implications and possibilities for future practice are considered. 相似文献
8.
This article is part of a narrative study of Chinese beginning teacher induction through cross-cultural teacher development, which has been developed and contextualized in the Teacher Education Reciprocal Learning Program between the University of Windsor (UW), Canada and Southwest University (SWU), China. This program is part of Social Sciences and Humanities Research Council of Canada (SSHRC) Partnership Grant Project, Reciprocal Learning in Teacher Education and School Education between Canada and China. The partnership builds on the Teacher Education Reciprocal Learning Program, and the Shanghai-Toronto-Beijing Sister School Network. In this article, the authors conducted narrative inquiry with two of the SWU participants in the Teacher Education Reciprocal Learning Program to explore their experience from their cross-cultural learning in Canada to beginning teachers in West China. The findings of the research suggest the need to develop a global and cross-cultural dimension in teacher education and development in West China. It is evident that the cross-cultural experiences in Canada have influenced beginning teachers’ curriculum views, relationship to students, and beliefs about teaching. Their “lived stories” (Connelly & Clandinin, 1990, p. 6) also indicate that the personal, pedagogical, and social influences of cross-cultural experiences play important roles in beginning teachers’ teaching careers. 相似文献
9.
This study aimed to assess grade 10 Turkish students' and science teachers' conceptions of nature of science (NOS) and whether these conceptions were related to selected variables. These variables included participants' gender, geographical region, and the socioeconomic status (SES) of their city and region; teacher disciplinary background, years of teaching experience, graduate degree, and type of teacher training program; and student household SES and parents' educational level. A stratified sampling approach was used to generate a representative national sample comprising 2,087 students and 378 science teachers. After establishing their validity in the Turkish context, participants were administered a questionnaire comprising 14 modified “Views on Science‐Technology‐Society” (VOSTS) items to assess their views of certain aspects of NOS. A total of 2,020 students (97%) and 362 teachers (96%) completed the questionnaire. Participant responses were categorized as “naïve,” “have merit,” or “informed,” and the frequency distributions for these responses were compared for various groupings of participants. The majority of participants held naïve views of a majority of the target NOS aspects. Teacher views were mostly similar to those of their students. Teacher and student views of some NOS aspects were related to some of the target variables. These included teacher graduate degree and geographical region, and student household SES, parent education, and SES of their city and geographical region. The relationship between student NOS views and enhanced economic and educational capitals of their households, as well as the SES status of their cities and geographical regions point to significant cultural (specifically Western) and intellectual underpinnings of understandings about NOS. © 2008 Wiley Periodicals, Inc. J Res Sci Teach 45: 1083–1112, 2008 相似文献
10.
Broad (1999) observed that “troubled borders crisscross the geography of teacher preparation in English” (p. 373), calling for collaboration where preparation is a university responsibility (Gregorian, 2001). This research documents a three-year complex case study that addressed the question: What happens when English, education, and high school faculty cross borders to prepare secondary English teachers to teach in urban schools? This study looked at faculty mentors and preservice teacher mentees as they collaborated on multi-leveled projects to improve teacher preparation of secondary English teachers. Interventions included collaborative seminars, collaborative mentoring, and individual mentoring of preservice English teachers by English, education, and high school faculty. Results indicate that interventions challenged biases of stakeholders, enhanced the quality of teacher preparation, and revised instructional practices of university English and education faculty and preservice teachers. Results indicate that mentees incorporated suggestions made by mentors that reinforced pedagogical content knowledge. Most mentees regarded content mentors favorably, noting that their focus of observation was different from those of clinical supervisors and cooperating teachers. English and education mentors assimilated changes in personal pedagogy based on observations and discussions with urban high school teachers. Such discussions also challenged personal beliefs about urban students and schools. Content mentors also adjusted syllabi to include materials used in high school curricula. The implication of this study is that “crossing borders” improves and alters how university faculty can better prepare preservice teachers. 相似文献
11.
Jesper Sjöström 《Cultural Studies of Science Education》2018,13(1):147-161
This forum article contributes to the understanding of how science teachers’ identity is related to their worldviews, cultural values and educational philosophies, and to eco-transformation of science education. Special focus is put on ‘reform-minded’ science teachers. The starting point is the paper Science education reform in Confucian learning cultures: teachers’ perspectives on policy and practice in Taiwan by Ying-Syuan Huang and Anila Asghar. It highlights several factors that can explain the difficulties of implementing “new pedagogy” in science education. One important factor is Confucian values and traditions, which seem to both hinder and support the science teachers’ implementation of inquiry-based and learner-centered approaches. In this article Confucianism is compared with other learning cultures and also discussed in relation to different worldviews and educational philosophies in science education. Just like for the central/north European educational tradition called Bildung, there are various interpretations of Confucianism. However, both have subcultures (e.g. reflexive Bildung and Neo-Confucianism) with similarities that are highlighted in this article. If an “old pedagogy” in science education is related to essentialism, rationalist-objectivist focus, and a hierarchical configuration, the so called “new pedagogy” is often related to progressivism, modernism, utilitarianism, and a professional configuration. Reflexive Bildung problematizes the values associated with such a “new pedagogy” and can be described with labels such as post-positivism, reconstructionism and problematizing/critical configurations. Different educational approaches in science education, and corresponding eco-identities, are commented on in relation to transformation of educational practice. 相似文献
12.
This study explores the process of using Holland et al. (Identity and agency in cultural worlds, Harvard University Press, Cambridge, 1998) “figured worlds” identity and agency theory to explore two scholars’ transnational experiences. Using poetic inquiry as a data analysis tool, this study seeks to (re)position how identity work is theorized and analyzed across broader contexts. Data collection consisted of online discussions, reflective journals, and biographical artifacts to better contextualize our discussions. These co-constructed discussions were transcribed and analyzed using poetic inquiry to better capture and articulate experiential themes of isolation, vulnerability, adaptation, and survival. This study serves three purposes (1) how both authors analyzed, interpreted and theorized our childhood experiences crossing borders using Holland et al. (Identity and agency in cultural worlds, Harvard University Press, Cambridge, 1998) “figured worlds” theory, (2) how poetic inquiry was used to capture the isolation, vulnerability, adaptation, and survival of one author’s experiences, and (3) how this type of reflexivity explicitly in/transforms theoretical approaches to deconstructing cultural identity and agency in a myriad of contexts, notably teacher education. 相似文献
13.
A teacher shortage in Hong Kong in core subjects, such as English, has led to interest in the recruitment and retention of second-career teachers. Drawing upon Wenger's (1998) theory of identity formation and using data from interviews with eight second-career English language teachers in Hong Kong, this paper explores how second-career teachers may be better supported in their professional development. The study found that second-career teachers' skills and experiences were not valued within their schools and that this was reflected in a rigid division the participants drew between the institutionally endorsed identity positions made available to them and the type of teachers they wanted to be. In response to this antagonism, second-career teachers used their position of non-participation to establish identity territories that connected aspects of their first-career identities, such as engineers and managers, to their emerging teacher identities. It is suggested that non-participation, a potentially negative experience in Wenger's (1998) framework, was deployed by this group of teachers to create the space they needed to enact their own preferred teacher identities. Implications for attracting and retaining second-career teachers are discussed. 相似文献
14.
Marc Higgins 《Cultural Studies of Science Education》2018,13(1):185-203
The purpose of this article is to explore what Michel Foucault refers to as “the” critical attitude and its relationship to science education, drawing from Foucault’s (The politics of truth. Semiotext(e), New York, 1997) insight that the critical attitude is but a critical attitude. This article is a rejoinder to Anna Danielsonn, Maria Berge, and Malena Lidar’s paper, “Knowledge and power in the technology classroom: a framework for studying teachers and students in action”. Where Danielsonn and colleagues think with Foucaultian power/knowledge to examine and (re)consider teacher-student didactic relations in science and technology education, this article critically examines the power/knowledge relationship between science educators and science education to critically explore the modes of criticality produced and produceable. Particularly, I explore possibilities for and of critique that stem from and respond to what Bruno Latour (Politics of nature: How to bring the sciences into democracy. Harvard University Press, Cambridge, 1993) refers to as the crisis and critique of critique. 相似文献
15.
Dennis Milburn 《欧洲师范教育杂志》1980,3(3):147-155
Milburn, D. “School and campus interaction: a Canadian experiment in teacher preparation,” Revue ATEE Journal 3 (1980) 147‐155.
Information on the School Campus Interaction Programme (SCIP); an experiment in teacher education at the Faculty of Education of the University of British Columbia, Canada. SCIP aimed at closer interaction between the practice school and the university faculty and its students. This was achieved by giving students continuous school experience throughout the year, whereas students were always accompanied by and working with their teachers. The continual presence of the didactics professors in the practice school proved to be especially beneficial for the students as well as the schools. All participants in the programme reacted very positively to the programme.
The time spent in the practice school was increased largely at the expense of the available time for didactics, which was a matter of concern for the faculty members. However, this decrease in time for courses in didactics was found to be beneficial not only for the whole training course, but for those courses as well. 相似文献
16.
Revisiting Technology Integration in Schools: Implications for Professional Development 总被引：1，自引：1，他引：0
As the technology infrastructure of schools expands, a common concern has been the underutilization of computers and other technologies in the classroom. Teachers are often blamed for failing to integrate technology into their teaching, giving such reasons as lack of time, training, equipment, and support. However, it has been suggested that these are not the “real” reasons technology is underutilized; instead, it is argued that teachers’ core values about teaching and learning are the primary obstacles to successful technology integration (e.g., Cuban, 2001). Implications for professional development are addressed in relation to these barriers to classroom technology use and the developmental pattern of teachers’ technology integration. 相似文献
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18.
A mass observation study of student and teacher behaviour in British primary classrooms 总被引：1，自引：1，他引：0
Brian Apter Christopher Arnold Jeremy Swinson 《Educational Psychology in Practice》2010,26(2):151-171
A large scale observational study by educational psychologists of 141 UK primary classrooms used a partial interval time‐sampling observational schedule to record the frequency and type of verbal behaviour of teachers and whether students were “on‐task” (following the teacher’s directions) or “off‐task” (not following the teacher’s directions).
Results were analysed and comparisons made between lessons that followed National Literacy Strategy or Numeracy guidelines and those that did not; between schools from different geographical contexts, e.g. rural or inner‐city; between classes where there was one, or more than one, adult present; between schools with different percentages of free school meals; and between a.m. and p.m. lessons.
A range of findings included higher rates of students being on‐task than found by previous studies, and correlations between high on‐task rates and teachers who used high levels of verbal behaviour including positive academic feedback. Teachers used three times more verbal approval for desired social behaviour in the classroom than has been reported in previous studies. It was found that teachers verbally interacted more with students during National Literacy and Numeracy Strategy lessons but that this did not lead to statistically significantly higher on‐task rate. Similarly, teachers in inner‐city schools interacted more with students, but on‐task rates in inner‐city schools were not significantly higher. Reasons for this effect are discussed. 相似文献
19.
Mustafa Kale 《Higher Education》2013,66(5):521-533
In this research, the perceptions of college of education students in Turkey regarding organizational justice, trust in administrators, and trust in instructors were determined. In the present study, the answers to three research questions were sought. The research was done using the survey method. After choosing six universities of various sizes and from different geographical regions, 1,872 students were selected randomly as participants. As data collection instruments, “The Organizational Justice Scale”, developed by Hoy and Tarter (Int J Educ Manag 18(4):250–259, 2004), and the “Student Trust in Principals” and “Student Trust in Faculty” scales, developed by Forsyth et al. (Collective trust, Columbia University, New York: Teachers College Press, 2011), were used after being translated into Turkish. The results show that while statistically significant mean differences are found between at least two groups (p < 0.05), there is a high positive relationship between organizational justice and trust in both administrators and instructors. 相似文献
20.
《British Journal of Educational Studies》2012,60(3):311-329
ABSTRACT This paper reports on research undertaken into the processes through which student teachers begin to formulate an identity as a professional teacher. Using Fuller's investigations into the attitudes of trainee teachers towards their courses (1969) as a baseline, a discussion is established on the place of the student voice in contemporary initial teacher training programmes. In order to further investigate the potential importance of affording student teachers the opportunity to reflect on and express their thinking and feeling as they embark on their chosen career path, the concerns of a group of student drama teachers were recorded and interpreted. The vehicle for this exercise involved writing and subsequently performing reflective monologues. These were analysed by using The Listening Guide as composed by Gilligan et al. (2003). This paper illustrates how the methodology revealed distinct yet generally harmonious voices at work in the group in the first few weeks of their training year. Subsequent analysis suggests a model for the initial formation of a teaching identity built on aspects of self, role and character. Recognising the relative values and relationships between these factors for student teachers may, it is argued, provide greater security for them while affording their tutors insights which could help them to re‐shape initial teacher training programmes. 相似文献