共查询到20条相似文献，搜索用时 858 毫秒
1.
Meeting linguistic challenges in the science classroom: pre-service ESL teachers' strategies 总被引：1，自引：1，他引：0
This study explores the perceptions and challenges of Malaysian pre-service teachers teaching science in a second language. A qualitative case study method was used with multiple sources of data to provide insights into the challenges that a group of pre-service teachers faced during their teaching practicum. The pre-service teachers had to overcome various challenges that arose due to factors such as lack of competency in the medium of instruction and the students' varying levels of language ability. In addressing the challenges faced, they employed various strategies, including code switching and mixing, teacher-student collaboration, rephrasing and re-emphasizing, the use of instructional aids, and the use of analogies. The evidence presented in this study suggests that attention should be given to addressing the English language policy in the science teacher education programme. 相似文献
2.
This article reports an interpretive examination of four teachers' use of analogies to teach chemistry. The study describes why the teachers chose to use analogies, how the characteristics of the analogies employed varied from teacher to teacher, and from where the teachers derived their analogies. These teachers used analogies spontaneously, as well as on a planned basis, to explain abstract chemistry concepts both on a whole-class basis and for individual students who indicated a lack of understanding. The teachers appeared able to ascertain that the students required an alternative representation without overtly seeking evidence to this effect. The presented analogies, especially those that were of the simple-comparison type, appeared to have a motivational impact on the students. Several analogies were extended to map selected attributes, and these were believed by the teachers to be powerful explanatory devices. Pictorial analogies were frequently used to enhance analog familiarity, and further analog explanation was not uncommon, although the frequency with which the teachers stated the presence of analogical limitations was low. The article concludes by suggesting how science teacher education can be informed by case studies of teaching in context, in this instance of analogy-inclusive teaching by four experienced chemistry teachers. 相似文献
3.
Eunice Mthethwa-Kunene Rian de Villiers 《International Journal of Science Education》2013,35(7):1140-1165
This study explored the pedagogical content knowledge (PCK) and its development of four experienced biology teachers in the context of teaching school genetics. PCK was defined in terms of teacher content knowledge, pedagogical knowledge and knowledge of students’ preconceptions and learning difficulties. Data sources of teacher knowledge base included teacher-constructed concept maps, pre- and post-lesson teacher interviews, video-recorded genetics lessons, post-lesson teacher questionnaire and document analysis of teacher's reflective journals and students’ work samples. The results showed that the teachers’ individual PCK profiles consisted predominantly of declarative and procedural content knowledge in teaching basic genetics concepts. Conditional knowledge, which is a type of meta-knowledge for blending together declarative and procedural knowledge, was also demonstrated by some teachers. Furthermore, the teachers used topic-specific instructional strategies such as context-based teaching, illustrations, peer teaching, and analogies in diverse forms but failed to use physical models and individual or group student experimental activities to assist students’ internalization of the concepts. The finding that all four teachers lacked knowledge of students’ genetics-related preconceptions was equally significant. Formal university education, school context, journal reflection and professional development programmes were considered as contributing to the teachers’ continuing PCK development. Implications of the findings for biology teacher education are briefly discussed. 相似文献
4.
Prior research in both education and cognitive science has identified analogy making as a powerful tool for explanation as well as a fundamental mechanism for facilitating an individual's construction of knowledge. While a considerable body of research exists focusing on the role analogy plays in learning science concepts, relatively little is known about how instruction in the use of analogies might influence the teaching performance of preservice teachers. The primary objective of this study was to investigate the relationship between pedagogical analogy use and pedagogical reasoning ability in a sample of preservice elementary teachers (PTs), a group that has been identified for their particular difficulties in teaching science. The study utilized a treatment/contrast group design in which the treatment group was provided instruction that guided them in the generation of analogies to aid in the explanation phase of learning cycle lessons. A relationship between analogy use and positive indicants of teaching performance was observed and a case study of a low performing preservice teacher who drastically improved teaching performance using analogy‐based pedagogy is presented. A notable effect on conceptual understanding of Newton's Third Law as a result of two brief analogy‐based demonstration lessons was also observed. © 2007 Wiley Periodicals, Inc. J Res Sci Teach 44: 565–585, 2007. 相似文献
5.
Zoubeida R. Dagher 《科学教学研究杂志》1995,32(3):259-270
Science teachers use analogies that display a rich variety of form and content. An account of science teacher analogies that relies solely on systems of analysis imported from other fields of inquiry tends to obscure the unique features of these analogies as they operate within classroom discourse. This study examines teachers' analogies in context and highlights some of their special characteristics. The purpose of this analysis is to increase our understanding of how analogies operate in naturalistic instructional settings and to generate new research questions about science teaching and learning in view of the broader dimensions of the curriculum. Science isa very human activity. It involves human actors and judgements, rivalries and antagonisms, mysteries and surprises, the creative use of metaphor and analogy. It is fallible, often uncertain, and sometimes creatively ambiguous [Lemke, 1990, p. 134]. 相似文献
6.
Dr David F. Treagust 《Research in Science Education》1993,23(1):293-301
An important contribution to effective teaching and learning can be made by teachers' understanding of the central topics
in each subject area and knowing how to transform their content knowledge into knowledge for teaching. One aspect of this
knowledge is the use of analogies which can effectively communicate concepts to students of particular backgrounds and prerequisite
knowledge. Indeed, analogies are considered to be an important component in the repertoire of effective teachers. However,
research about teachers' use of analogies in science lessons provides little guidance about the optimum approaches that may
be taken by preservice teachers, novice teachers, experienced teachers or reluctant analogy users. This paper describes the
evolution of an approach for using analogies in science teaching that addresses both findings from the research literature
and recognises the needs of practising teachers.
Specializations: learning and teaching science concepts, technology education. 相似文献
7.
Salvador Llinares 《Teachers and Teaching》2013,19(1):41-62
This study examines the relationships between a secondary Mathematics teacher's pedagogical content knowledge and the dilemmas posed when teaching the concept of function. Alternative tools and procedures for analysing these relationships are used. The results illustrate the flexibility of her knowledge use in Mathematics teaching and how it is related to her knowledge of the pupils as Mathematics learners. In addition, it highlights the central role played by the teacher's knowledge about pupil comprehension in the content and organisation of her teaching agenda. The difference that the teacher establishes between exercise and problem shows her struggle with the two-fold understanding-memorisation of procedures as the content of a teaching dilemma. The results obtained suggest the need for secondary Mathematics teacher education programmes to adopt approaches that take into account the central role played by teacher knowledge about Mathematics learning, and the dilemmas generated when teachers have to reconcile objectives that are apparently contradictory during their teaching practice. 相似文献
8.
Jennifer L. Cohen 《Teachers and Teaching》2013,19(2):79-93
Public debates about the role of teachers and teacher performance place teachers at the center of a range of national and local discourses. The notion of teacher professional identity, therefore, framed in a variety of ways, engages people across social contexts, whether as educators, parents, students, taxpayers, voters or consumers of news and popular media. These highly contested discourses about teachers' roles and responsibilities constitute an important context for research on teachers and teaching, as researchers and educators ask how changes to the teaching profession affect teacher professional identity. This article investigates the identity talk of three mid‐career teachers in an urban, public school in the USA, to better understand how the teachers used language to accomplish complex professional identities. Research approaches to teacher identity often focus on teacher narrative as a key tool in identity formation. The analysis presented here extends our understanding of language as a resource in teacher identity construction by using discourse analysis to investigate how speakers use implicit meaning to accomplish the role identity of teacher. The analytical lens draws on an interdisciplinary framework that combines a sociological approach to teacher as a role identity with an investigation of language as a cultural practice, grounded in the ethnography of communication. The analysis focuses on how teachers use specific discourse strategies – reported speech, mimicked speech, pronoun shifts, oppositional portraits, and juxtaposition of explicit claims – to construct implicit identity claims that, while they are not stated directly, are central to accomplishing teacher as a role identity. The analysis presented here focuses on the particular implicit role claim of teacher as collaborator. Findings show that, in their identity talk, the teachers strategically positioned themselves in relation to others and to institutional practices, actively negotiating competing discourses about teacher identity by engaging in a counter discourse emphasizing teachers' professional role as knowledge producers rather than information deliverers, collaborative, rather than isolated, and as agents of change engaged in critical analysis to plan action. Awareness of how these counter discourses operate in the teachers' conversation helps us better understand the cultural significance of identity talk as a site for the negotiation of the significances for the role identity of teacher. In addition, the notions of role identity and implicit identity claims offer an accessible way to talk about the complexity of teacher identity, which can be helpful for increasing awareness of the importance of teacher identity in teacher education and professional development, and in bringing teachers' voices more prominently into the debates over education. 相似文献
9.
This study investigated how two teachers of languages, facilitated by university researchers, developed their practices with regard to intercultural language teaching. Taking a qualitative case study approach, we collected data from classroom observations, interviews, debriefing conversations, and guided reflective pieces written by the teachers. Findings indicate that the opportunities for teachers to inquire into their own practices shifted these teachers' approaches to language teaching to accommodate a curriculum expectation to develop students' intercultural communicative competence in plurilingual contexts. The study offers valuable insights for teacher education into the ways teachers' inquiries can support teachers’ responses to curricular change. 相似文献
10.
《师资教育杂志》2012,38(3):303-317
This paper builds on previous work on metaphor analysis from the perspective of a teacher educator working with practising teachers. The benefits for teachers and teacher educators of surfacing teachers' beliefs, as reflected in their use of metaphoric language, are outlined, and a collection of some 200 images (metaphors and similes) elicited from Brazilian teachers of English is presented and discussed. These images, representing teachers' views of their English‐language teaching textbooks, suggest varying degrees of textbook dependence. The implications of this finding for in‐service teacher education are explored and possible directions suggested for related research. 相似文献
11.
This study focuses on the utilization of different Jewish languages by student-teachers in a two year teacher education program. The study examined the Jewish language used by these students while teaching Jewish content, making the distinction between their personal Jewish language and the cultural Jewish language of the program, which they were expected to use. We found a definite change in the languages used by them: although they seemed, at first, to adopt the cultural Jewish language of the curriculum, they quickly reverted to their personal Jewish language, which, in most cases, was the traditional one. By so doing they actually created a new version of the original program. We conclude that the idea of educating teachers to lead a significant social cultural change involves an inner struggle between the teachers' personal language and that of the program, that may be more difficult to win than was initially expected. This study examines the role of student-teachers' personal Jewish language in their teaching of Jewish content and the relationship that develops between their personal Jewish language and that of the Jewish content they teach. 相似文献
12.
Science and Language Teachers’ Assessment of Upper Secondary Students’ Socioscientific Argumentation
Nina Christenson Niklas Gericke Shu-Nu Chang Rundgren 《International Journal of Science and Mathematics Education》2017,15(8):1403-1422
Researchers and policy-makers have recognized the importance of including and promoting socioscientific argumentation in science education worldwide. The Swedish curriculum focuses more than ever on socioscientific issues (SSI) as well. However, teaching socioscientific argumentation is not an easy task for science teachers and one of the more distinguished difficulties is the assessment of students’ performance. In this study, we investigate and compare how science and Swedish language teachers, participating in an SSI-driven project, assessed students’ written argumentation about global warming. Swedish language teachers have a long history of teaching and assessing argumentation and therefore it was of interest to identify possible gaps between the two groups of teachers’ assessment practices. The results showed that the science teachers focused on students’ content knowledge within their subjects, whereas the Swedish language teachers included students’ abilities to select and use content knowledge from reliable reference resources, the structure of the argumentation and the form of language used. Since the Swedish language teachers’ assessment correlated more with previous research about quality in socioscientific argumentation, we suggest that a closer co-operation between the two groups could be beneficial in terms of enhancing the quality of assessment. Moreover, SSI teaching and learning as well as assessment of socioscientific argumentation ought to be included in teacher training programs for both pre- and in-service science teachers. 相似文献
13.
This article reports on a qualitative study into the discursive construction of teacher identities amongst six preservice English language teachers in Hong Kong. While teacher identity construction has been conceptualized as an evolving process of becoming a teacher, some preservice teachers regard their professional identities as rigid, resulting in criticism of teacher education programs that promote a unitary image of ‘good’ teachers and teaching. The results of this study suggest that the participants did hold rigid conceptions about mutually exclusive types of teachers and teaching approaches. These conceptions were challenged as participants reflected on their own enactment of teacher identities. 相似文献
14.
Lynda D. Jones Diane C. Burts Teresa K. Buchanan Saigeetha Jambunathan 《Journal of Early Childhood Teacher Education》2013,34(3):397-410
This study explores the beliefs and practices of nine beginning prekindergarten and kindergarten public school teachers and identified the sources of supports and barriers to their teaching. The teachers were graduates from one university's early childhood education program. Data were gathered using surveys, observations, and interviews. Overall, teachers professed to believe in and to use developmentally appropriate practices; they were also observed using more developmentally appropriate practices than developmentally inappropriate practices. Teachers reported a variety of sources of support and barriers to their teaching. Sources that were both supports and barriers were administration, co‐workers, curriculum requirements, parents, resources, and other. Sources reported only as supports were previous experiences, self, and continued education. Sources of barriers were class composition and school duties. In addition, teachers provided information about their teacher education program and on their expectations about teaching. The teachers suggested that teacher education programs needed to provide more field experiences and courses on classroom management. Some of the expectations the teachers had about teaching were unrealistic. 相似文献
15.
Incorporating controversial issues into pre-service teacher education provides teacher candidates with opportunities not only to gain effective civic competence but also to develop skills and experience in their teaching of controversial issues. The purpose of this study was to ascertain social studies teacher candidates' views on the controversial issues involved in their courses in Turkey. The study was based on semi-structured interviews with 15 teacher candidates. It was found that controversial issues were not sufficiently included in teacher candidates' courses and that teacher candidates have difficulty in discussing critical issues in class. This study also introduced the idea that teacher candidates experiencing controversial issues in pre-service teacher education can gain positive attitudes towards teaching such issues in their professional lives and can form their own teaching strategies. Teacher candidates came to believe that good teachers should include controversial issues related to the course content and both teachers and teacher candidates should prepare for their discussion phase. 相似文献
16.
Louisa Cook Moats 《Annals of dyslexia》1994,44(1):81-102
Reading research supports the necessity for directly teaching concepts about linguistic structure to beginning readers and
to students with reading and spelling difficulties. In this study, experienced teachers of reading, language arts, and special
education were tested to determine if they have the requisite awareness of language elements (e.g., phonemes, morphemes) and
of how these elements are represented in writing (e.g., knowledge of sound-symbol correspondences). The results were surprisingly
poor, indicating that even motivated and experienced teachers typically understand too little about spoken and written language
structure to be able to provide sufficient instruction in these areas. The utility of language structure knowledge for instructional
planning, for assessment of student progress, and for remediation of literacy problems is discussed.
The teachers participating in the study subsequently took a course focusing on phonemic awareness training, spoken-written
language relationships, and careful analysis of spelling and reading behavior in children. At the end of the course, the teachers
judged this information to be essential for teaching and advised that it become a prerequisite for certification. Recommendations
for requirements and content of teacher education programs are presented. 相似文献
17.
Catherine Scott-Little Karen M. La Paro Amy C. Thomason Robert C. Pianta Bridget Hamre Jason Downer 《Journal of Early Childhood Teacher Education》2013,34(3):200-224
Research suggests that teachers' interactions with preschool-age children have a significant influence on what children learn and the skills they develop. Additional research is needed to systematically determine the types of professional development that can help teachers learn effective teaching practices. This study is part of a larger effort to document the impact of a professional development model in which teachers learn how to implement effective teaching practices operationalized using the CLASS observation measure. A course developed by the National Center for Research on Early Childhood Education (NCRECE) was implemented in three higher education teacher preparation programs. This article describes the process of implementing the course and documents instructor and student perspectives on course delivery, content, and their learning. Results suggest that professional development in the form of a standardized course may be an effective means for presenting content related to language and literacy instruction within the context of information about effective teaching practices. Data from the study also indicate challenges associated with delivering a standardized course within multiple institutions of higher education. 相似文献
18.
This study employed qualitative data collection and analysis methods to investigate the influence of English as a foreign language teacher education programme on Korean teachers’ classroom teaching practices. Six in-service secondary-school teachers participated in semi-structured interviews. Thematic analysis was applied to the data collected from these interviews. Findings from the analysis included that: a) most of the teachers were dissatisfied with the largely theory-oriented pre-service teacher education programmes that they attended; b) a major source of influence on their teaching was their experience of in-service teacher training programmes with practical curricula; c) observation of other fellow teachers’ teaching had the strongest impact upon the teachers’ teaching practices; and d) the teachers’ low English proficiency and the washback effect of the Korea Scholastic Aptitude Test hindered the maintenance of the changes brought about by in-service teacher education programmes. This study ends with a discussion of the implications of these findings. 相似文献
19.
Evrim Baran Sedef Canbazoglu Bilici Aylin Albayrak Sari Jo Tondeur 《British journal of educational technology : journal of the Council for Educational Technology》2019,50(1):357-370
The purpose of this study was to examine preservice teachers' perceptions of the support their teacher education programs provide for developing their technological pedagogical content knowledge (TPACK). The research was conducted with 215 preservice teachers in the last year of teacher education programs and teaching certificate programs in three universities in Turkey. Data sources were the synthesis of qualitative evidence (SQD) scale that was validated in the Turkish context as part of this study and the TPACK-practical scale. The strategies investigated in the SQD-model included: using teacher educators as role models; reflecting on the role of technology in education; learning how to use technology by design; collaboration with peers; scaffolding authentic technology experiences; and providing continuous feedback. The linear regression analysis revealed a positive relation between teacher education strategies and preservice teachers' TPACK. Reflection and teacher educators' as role models were the most frequently used teacher education strategies in teacher education programs included in this study. Results provided recommendations for further research on the connection between the teacher education strategies and the development of preservice teachers' TPACK in teacher education programs. 相似文献