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1.
Sharon E. Nichols Deborah Tippins Katherine Wieseman 《Research in Science Education》1997,27(2):175-194
The purpose of this paper is to describe various “tools” we use to facilitate critical reflection as we teach prospective
science teachers. The notion of “tools” refers to materials and experiences used to facilitate prospective teachers’ critical
reflection on science teaching and learning. Reflective tools are not intrusive devices used by instructors to analyse mechanically
what prospective teachers are learning; rather, these tools are intended to provide prospective teachers with the means to
generate and critique their own views of science teaching and learning. Each tool is described herein with respect to its
potential use and the way in which it is introduced to prospective science teachers. We conclude with discussion of the potential
for reflective tools to contribute to research on reform of science teacher education, with particular attention to primary
teacher preparation. 相似文献
2.
Lora B. Bailey 《Early Childhood Education Journal》2010,38(2):123-132
This 3 year longitudinal study reports the feasibility of an Improving Teacher Quality: No Child Left Behind project for impacting teachers’ content and pedagogical knowledge in mathematics in nine Title I elementary schools in the
southeastern United States. Data were collected for 3 years to determine the impact of standards and research-based teacher
training on these aspects of teacher quality. Content knowledge for the scope of this research study refers to the knowledge
that teachers have about subject matter. Teacher quality is directly related to teachers’ “highly qualified” status, as defined
by the No Child Left Behind mandate. According to this mandate, every classroom should have a teacher qualified to teach in
his subject area and be able to “raise the percentage of students who are proficient in reading and math, and in narrowing
the test-score gap between advantaged and disadvantaged students.” Participants were six second grade and seven third grade
teachers of mathematics from nine schools within one failing school district. The implementation of standards-based methods
in the nine Title I Schools increased teacher quality in elementary school mathematics. In fact, qualitative and quantitative
data revealed significant gains in teachers’ mathematics content and pedagogical knowledge at both grade levels. 相似文献
3.
Hari P. Koirala Marsha Davis Peter Johnson 《Journal of Mathematics Teacher Education》2008,11(2):127-138
The purpose of this paper is to share a performance assessment task and rubric designed to assess secondary school mathematics
preservice teachers’ pedagogical content knowledge and skills. The assessment task and rubric were developed in collaboration
with five education faculty, four arts and sciences faculty, and four high school teachers over a period of one year. Over
this period, the group met more than 15 times and designed an assessment task and rubric to measure secondary school preservice
teachers’ pedagogical content knowledge and skills. The assessment task and rubric were piloted at the end of the year and
extensively revised using the pilot data. The redesigned task and rubric were successfully carried out in the second and subsequent
years. Other teacher education programs can benefit from this assessment of teacher candidates’ pedagogical content knowledge
and skills. 相似文献
4.
James A. Shymansky Tzu-Ling Wang Leonard A. Annetta Larry D. Yore Susan A. Everett 《International Journal of Science and Mathematics Education》2012,10(1):1-19
This paper is a report of a study that examines the relationship between teacher participation in a multi-year, K–6 professional
development effort and the “high stakes” science test scores of different student groups in 33 rural mid-west school districts
in the USA. The professional development program involved 1,269 elementary school teachers and utilized regional summer workshops
and distance delivery technologies to help the teachers learn science concepts, inquiry teaching strategies, and how to adapt science inquiry lessons to teach and reinforce skills in the language arts. Regression analyses revealed a significant positive
relationship between the professional development hours experienced by teachers and student gains on high stakes test scores.
But the analyses also suggest that primary grade teachers need less professional development than upper grade teachers on
instructional strategies where the focus is on the integration of language arts and science inquiry. The implications for
funding and implementing professional development projects are discussed. 相似文献
5.
6.
Individuals and Leadership in an Australian Secondary Science Department: A Qualitative Study 总被引：1，自引：0，他引：1
Wayne Melville John Wallace Anthony Bartley 《Journal of Science Education and Technology》2007,16(6):463-472
In this article, we consider the complex and dynamic inter-relationships between individual science teachers, the social space
of their work and their dispositions towards teacher leadership. Research into the representation of school science departments
through individual science teachers is scarce. We explore the representations of four individual teachers to the assertions
of teacher leadership proposed by Silva et al. (Teach Coll Rec, 102(4):779–804, 2000). These representations, expressed during
regular science department meetings, occur in the social space of Bourdieu’s “field” and are a reflection of the “game” of
science education being played within the department. This departmentally centred space suggests an important implication
when considering the relationship between subject departments and their schools. The development of an individual’s representation
of teacher leadership and the wider “field” of science education appears to shape the individual towards promoting their own
sense of identity as a teacher of science, rather than as a teacher within a school. Our work suggests that for these individuals,
the important “game” is science education, not school improvement. Consequently, the subject department may be a missing link
between efforts to improve schools and current organizational practices. 相似文献
7.
Associate Professor Keith Skamp 《Research in Science Education》1997,27(4):515-539
It is problematic whether primary teachers benefit by completing a first degree especially when the teaching of specific subjects,
here science, is the focus of attention. This study reports the comparative results of interviewing thirteen Canadian and
ten Australian student teachers, both about to commence their Bachelor of Education. The Canadian students had completed an
initial degree while nine of the Australian students were school leavers. The interviews, which explored views about teaching
primary science, were analysed with this factor in mind. Student teacher perceptions reported include: how to recognise a
“good” primary science teacher; perceptions of self as a “good” primary science teacher; expectations of how the teacher education
program could assist their science teaching; and whether (for the Canadian students) the initial degree will help in becoming
a primary science teacher. Analysis of the interviews suggests possible influences a first degree (among other factors) may
have on perceptions related to primary science teaching and raises questions about what is the best general approach for preparing
primary teachers to teach science effectivly. 相似文献
8.
Irit Peled 《Journal of Mathematics Teacher Education》2007,10(4-6):369-379
This article discusses the design of tasks for teacher education. It focuses on tasks that are used in a university course
for pre-service secondary school mathematics teachers. Special attention is given to tasks that use analogical thinking in
their construction or implementation. These tasks are categorized by type of teacher education goal and analyzed with respect
to the use of analogical thinking. Short examples are presented for three of the goal categories, while an elaborated example
is given for the fourth one. The detailed example describes the goals and design of a task sequence following an emergent
pedagogical need. Using the ad hoc constructed task-sequence the teacher educator avoids “telling” while demonstrating an
alternative instructional approach, and seizing the opportunity to bring up additional pedagogical issues. 相似文献
9.
International high school science teachers are crossing international and cultural borders to teach, raising important issues
in education. In this article, we describe the cross-cultural assessment challenges that four international science teachers
encountered when they migrated to teach in the United States. These included differences in grade expectations for a given
quality of work, the weight given to final examinations, the assessment process, and cut-off scores for letter grades. To
become proficient in their new teaching contexts, the participating teachers had to modify (or hybridize) their assessment
philosophies and practices in order to conform to the expectations of their new schools. This hybridization process ushered
them into what is proposed as the pedagogical imaginary; a transitional space between the “purity” of their native educational conventions and that of their American schools. The
implications of these findings are discussed in hopes of improving high school science teaching experiences for international
science teachers. 相似文献
10.
In this article, we propose that guiding teachers to examine the regulative/discursive norms of school mathematics with tools
derived from social semiotics can serve two related goals: (1) to deconstruct the “math is math period!” disposition in prospective
teachers by promoting their critical understanding of the symbolic domination work they often unknowingly perform and (2)
to reconstruct a more socio-political disposition by equipping them with tools for decoding the dominant discursive practices
of school mathematics. After reviewing research on the social semiotics of mathematics education, we discuss two sample teacher
education tasks designed with the above goals in mind. 相似文献
11.
This paper addresses the accumulating knowledge of prospective teachers of secondary school mathematics and their acquired
proficiency during the course “Psychological aspects of mathematics education,” in which we discussed theoretical models including
the intuitive rules theory. Participants’ performances are examined by means of an extensive report of two episodes, one during
the course and one afterwards. These episodes marked different stages in the prospective teachers’ analysis of their own and
of students’ solutions, which led me to conclude that exposing prospective teachers to the intuitive rules theory is important,
since their familiarity with the theory provided them with a tool to reflect on their own mathematical solutions (subject
matter knowledge; SMK), on others’ solutions, and on the tasks (pedagogical content knowledge; PCK). 相似文献
12.
Pseudoscience beliefs (e.g., astrology, ghosts or UFOs) are rife in American society. Most research examines creation/evolution
among liberal arts majors, general public adults, or, infrequently, middle or high school science teachers. Thus, research
truncates the range of ersatz science thinking and the samples it studies. We examined diverse beliefs, e.g., extraterrestrials, magic, Biblical creation, and evolution, among 540 female and 123 male future teachers, including 325 elementary education majors. We study
how these cognitions related to education major and, because popular media often present pseudoscience “information”, student
media use. Future elementary educators most often rejected evolution and endorsed “creationism” or Intelligent Design. Education
majors held similar beliefs about astrology, UFO landings, or magic. Compared with other education students, elementary education
majors watched less news or science television and read fewer popular science magazines. However, religious and media variables
explained more variation in creation/evolution beliefs than education major. We discuss implications of our findings for elementary
school science education and how teacher educators may be able to affect pseudoscience beliefs among their elementary education
students. 相似文献
13.
The technological revolution that has finally permeated K-12 education has direct implications for modern teacher educators
whose “Hippocratic oath” is to best prepare future teachers for twenty-first-century classrooms. The goal of this article
is to suggest that the heart of sound technological implementation is to encourage students to use whatever tools are available
to explain the mathematical relations that underlie what they observe on the screen. We suggest ways in which Mishra and Koehler’s
construct of Technological Pedagogical Content Knowledge may be customized to provide a framework for guiding prospective
teachers’ efforts to develop and assess lesson plans that use technology in novel and effective ways. Data are presented in
the form of two contrasting case studies to illustrate the differing degrees to which prospective mathematics teachers leveraged
technology to teach themselves and their future students to explain the mathematics behind various topics. 相似文献
14.
Robert T. Brown 《Educational Psychology Review》1990,2(3):263-270
The present paper uses as a point of departure two of Benton and Hoyt's (1990) survey items concerning undergraduate teaching and their finding that Holmes Group and Division 15 members favored more sweeping changes in teacher education whereas TESCSU members favored more incremental changes. It: (a) suggests that reform is unlikely to succeed without change in the behavior of those who teach prospective teachers; (b) suggests ways in which educational psychologists can improve the effectiveness of teachers and teacher training; and (c) questions whether moving teacher training to the graduate level will in fact improve such education. 相似文献
15.
All teacher education programs face the challenge of ensuring that their graduates know their subject matter and can teach it effectively. For graduate level teacher education programs, whose candidates may complete their education in the content area at various institutions, this challenge is even greater. The following article describes one institution’s system of assessing candidates’ content knowledge and efforts to incorporate additional content coursework into a Master of Arts in Teaching program. Also provided is information on a set of courses that the arts and sciences and education faculty team teach, with the course for prospective English teachers described in detail. 相似文献
16.
Ken Appleton 《Research in Science Education》2002,32(3):393-410
Many primary school teachers in Australia tend to be reluctant to teach science, partly because they are not confident in science and have limited science background knowledge. However, quite a number of primary school teachers still manage to teach some science. When they plan to teach science, many of them use the term science activities that work. Such activities seem to be related to science pedagogical content knowledge for some primary teachers. In order to better understand what the term activities that work means, twenty teachers from several schools were interviewed and asked what they understood by this expression. Themes that emerged suggest that activities that work are hands on, are interesting and motivating for the children, have a clear outcome or result, are manageable in the classroom, use equipment that is readily available, and are preferably used in a context where science is integrated into themes. Implications for curriculum and for preservice teacher education are considered. 相似文献
17.
Fulvia Furinghetti 《Educational Studies in Mathematics》2007,66(2):131-143
In this paper I consider the problem of designing strategies for teacher education programs that may promote an aware style
of teaching. Among the various elements to be considered I focus on the need to address prospective teachers’ belief that
they must reproduce the style of mathematics teaching seen in their school days. Towards this aim, I argue that the prospective
teachers need a context allowing them to look at the topics they will teach in a different manner. This context may be provided
by the history of mathematics. In this paper I shall discuss how history affected the construction of teaching sequences on
algebra during the activities of the ‘laboratory of mathematics education’ carried out in a 2 year education program for prospective
teachers. The conditions of the experiment, notably the fact that our prospective teachers had not had specific preparation
in the history of mathematics, allow us to outline opportunities and caveats of the use of history in teacher education. 相似文献
18.
Deborah L. Hanuscin 《Journal of Science Teacher Education》2013,24(6):933-956
While teacher educators have had some success in helping prospective teachers understand the nature of science (NOS), they have been less effective in helping prospective teachers teach NOS. Though several studies have alluded to impacts of various interventions on developing pedagogical content knowledge (PCK) for NOS, the nature, source, and development of PCK for NOS has not yet been investigated in any systematic way. This study addresses that gap by identifying critical incidents in the development of PCK for NOS of a prospective elementary teacher as she transitions from her methods course to student teaching. Analysis of data collected over a 2-year period illuminates pedagogical dilemmas faced by the prospective teacher in enacting NOS instruction within a school culture of primarily “traditional” science teaching. Through construction of critical incident vignettes, narrative inquiry is employed to illustrate the changes in her PCK for NOS over time, and the experiences that facilitated these changes. Implications for supporting the development of PCK for NOS within teacher education are discussed. 相似文献
19.
Jolyn Blank 《Early Childhood Education Journal》2009,36(4):373-380
This article presents findings from a qualitative case study of a public early childhood education center whose motto, the
familiar African proverb “It takes a village to raise a child,” reflects the emphasis given to teacher community in the official
school discourse. The meanings teachers gave to professional community were investigated. Interviews and observations were
conducted at the school over a period of 12 months. Data analysis revealed an inherent tension between community ethos and
personal autonomy. These findings suggest that professional teaching community is complex and contradictory, and that explicitly
addressing the tension between community and autonomy would enhance teacher education and professional development. 相似文献
20.
This study explores an approach to autobiographical research based on a notion of “outlaw genre” autobiography referred to
as biomythography. Outlaw genres of autobiography resist the tendency of western autobiography to craft narratives that will
ultimately link the life of an individual to a universalised person—someone to whom all readers can relate. In this study,
photo essays are used to learn about prospective elementary teachers' stories of science and science education. The photo
essays and the theoretical framework of “biomythography” helped us reflect on layers mediating teaching and learning in our
courses. Implications of the study call for us to examine hegemonies extending from our students' personal histories as science
learners, and through mythologies of teacher education. Alternative research frameworks and approaches, such as those represented
in this study, might help science teacher educators explore myths undermining the preparation of future science teachers and
learners. 相似文献