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1.
Patricia H. Phelps 《Teaching Education》2013,24(2):147-150
The purpose of this article is to share the results of a study that explored the recommendations of practicing teachers about ways to prepare preservice teachers for including children with disabilities into general education classrooms. A survey was distributed to 71 practicing general elementary education teachers. The survey included the following questions: What should the general education student know about teaching students with special needs? Should this information be included in one course or integrated with other course content? General education teachers reported that teacher education programs should include the following content: behavioral strategies, conflict resolution and social skills, identification of students with special needs, adaptation of curriculum and materials, adaptation of instructional strategies, legal regulations and individual education programs, and co-teaching, teaming, and collaboration. These data suggest that preservice teacher preparation programs would include content courses to address these thematic areas and present a solid knowledge base about teaching children with disabilities. 相似文献
2.
Our study addresses the need for new approaches to prepare novice elementary teachers to teach both science and engineering, and for new tools to measure how well those approaches are working. This in particular would inform the teacher educators of the extent to which novice teachers are developing expertise in facilitating their students’ engineering design work. One important dimension to measure is novice teachers’ abilities to notice the substance of student thinking and to respond in productive ways. This teacher noticing is particularly important in science and engineering education, where students’ initial, idiosyncratic ideas and practices influence the likelihood that particular instructional strategies will help them learn. This paper describes evidence of validity and reliability for the Video Case Diagnosis (VCD) task, a new instrument for measuring pre-service elementary teachers’ engineering teaching responsiveness. To complete the VCD, participants view a 6-min video episode of children solving an engineering design problem, describe in writing what they notice about the students’ science ideas and engineering practices, and propose how a teacher could productively respond to the students. The rubric for scoring VCD responses allowed two independent scorers to achieve inter-rater reliability. Content analysis of the video episode, systematic review of literature on science and engineering practices, and solicitation of external expert educator responses establish content validity for VCD. Field test results with three different participant groups who have different levels of engineering education experience offer evidence of construct validity. 相似文献
3.
Teaching geometry at the elementary level is challenging. This study examines the impact of van Hiele theory-based instructional activities embedded into an elementary mathematics methods course on preservice teachers’ geometry knowledge for teaching. Pre- and post-assessment data from 111 elementary preservice teachers revealed that van Hiele theory-based instruction can be effective in improving three strands of participants’ geometry knowledge for teaching: geometry content knowledge, knowledge of students’ van Hiele levels, and knowledge of geometry instructional activities. As a result, this paper offers implications for teacher educators and policy makers to better prepare elementary preservice teachers with geometry knowledge for teaching. 相似文献
4.
Brian Ferry 《Journal of Science Education and Technology》1995,4(3):255-260
This paper describes an innovation in teacher education designed to increase the confidence of preservice teachers in their ability to instruct elementary children in hands-on science. The program relied on small group teaching experiences at an on-campus interactive science center to provide preservice teachers with controlled instructional experiences. The findings showed that the program at the science center achieved its aims and benefitted the preservice teachers involved. Interview data suggest that working in peer groups was also a significant factor and supports previous research conducted at the San Francisco Exploratorium. Follow-up research is now needed to determine if supportive peer groups of preservice teachers are needed in order to achieve desirable outcomes. 相似文献
5.
Quality mentoring is fundamental to preservice teacher education because of its potential to help student and novice teachers develop the academic and pedagogical knowledge and skills germane to successful induction into the profession. This study focused on Jordanian preservice primary teachers' perceptions of their mentoring experiences as these pertain to science teaching. The Mentoring for Effective Primary Science Teaching instrument was administered to 147 senior preservice primary teachers in a university in Jordan. The results indicated that the greater majority of participants did not experience effective mentoring toward creating a supportive and reflexive environment that would bolster their confidence in teaching science; further their understanding of primary science curriculum, and associated aims and school policies; help with developing their pedagogical knowledge; and/or furnish them with specific and targeted feedback and guidance to help improve their science teaching. Substantially more participants indicated that their mentors modeled what they perceived to be effective science teaching. The study argues for the need for science-specific mentoring for preservice primary teachers, and suggests a possible pathway for achieving such a model starting with those in-service primary teachers—much like those identified by participants in the present study—who are already effective in their science teaching. 相似文献
6.
Exploring preservice elementary teachers’ critique and adaptation of science curriculum materials in respect to socioscientific issues 总被引：1，自引：0，他引：1
The work presented here represents a preliminary effort undertaken to address the role of teachers in supporting students’ learning and decision-making about socioscientific issues (SSI) by characterizing preservice elementary teachers’ critique and adaptation of SSI-based science curriculum materials and identifying factors that serve to mediate this process. Four undergraduate preservice elementary teachers were studied over the course of one semester. Results indicate that the teachers navigated multiple learning goals, as well as their own subject-matter knowledge, informal reasoning about SSI, and role identity, in their critique and adaptation of SSI-oriented science instructional materials. Implications for science teacher education and the design of curriculum materials in respect to SSI are discussed. 相似文献
7.
This article reports an investigation of the intuitive scientific ideas and understandings of 321 preservice elementary teacher education students enrolled in the 2nd year of a 3-year program. The sample completed a physical science concept challenge instrument by responding, in writing, to open-ended questions about the concepts of floating/sinking, the nature of matter, air pressure and its effects, and the balance beam. Subjects' responses and explanations were analyzed, and response categories established. The results reveal that the majority of subjects, with the exception of a high proportion of those who had a successful senior high school background in physics and chemistry, have misunderstandings in these basic concept areas. It is argued that teachers should have a sound conceptual knowledge base in order to implement effective problem-solving strategies in the elementary science classroom. The importance of teaching science in elementary schools is widely acknowledged, therefore, teacher educators must identify and implement more effective strategies for science instruction in preservice teacher education courses that will enable all students to construct scientifically accurate concept knowledge. 相似文献
8.
Examining preservice teacher content and pedagogical content knowledge needed to teach reading in elementary school 
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下载免费PDF全文 Recently, increased attention has been placed on the importance of having knowledgeable and skilled teachers in order to influence reading achievement. Yet many international reports suggest that large numbers of children are not learning to read. How can we better prepare teachers with the necessary knowledge to teach reading? The current study examined the reading instructional knowledge of elementary education preservice teachers (N = 87) from two teacher education programmes. Programme A required five reading methods courses and Programme B required two methods courses. Findings indicate that the preservice teachers presented fairly robust levels of knowledge in the areas of phonological awareness, phonics, comprehension and vocabulary. However, we found statistically significant differences in knowledge based on the programme attended and the number of courses completed. Suggestions for improving reading teacher education are provided. 相似文献
9.
Amy Lynn Dee 《The Teacher Educator》2013,48(1):53-70
Successfully implementing the practice of inclusion by differentiating instruction depends on both the skills and attitudes of general education teachers. New general education teachers who are entering the field are particularly vulnerable to the demands and stress of the profession, and teacher education programs must prepare preservice teachers to meet the needs of all students by teaching the skills needed to make appropriate lesson adaptations, accommodations, and modifications. This study investigates the manifestation of differentiation for special education students in work sample lesson plans written by preservice teachers working toward an elementary school credential. The research examined the nature, characteristics, and types of instructional adaptations included in the work samples prepared by a sample of preservice teachers resulting in six distinct themes and recommendations for teacher education programs. 相似文献
10.
Robert E. Bleicher 《Journal of Science Teacher Education》2007,18(6):841-860
This study examined changes in personal science teaching self-efficacy (PSTE), outcome expectancy (STOE), and science conceptual
understanding and relationships among these in preservice teachers. Seventy preservice teachers enrolled in science teaching
methods courses participated in this study. PSTE, STOE, and science conceptual understanding increased significantly during
participation in the course. The study established that novice learners with minimal prior knowledge could not be expected
to understand and employ core concepts in their learning schema without extensive guidance. The relationship between science
learning confidence and science teaching confidence has not been theoretically delineated in the area of science teacher education.
Findings suggest there may be important connections between the 2 for preservice teachers that would be fruitful areas for
future research. 相似文献
11.
A robust body of evidence supports the finding that particular teaching and assessment strategies in the K‐12 classroom can improve student achievement. While experts have identified many effective teaching and learning practices in the assessment for learning literature, teachers’ knowledge and use of “high leverage” formative assessment (FA) practices are difficult to model in novice populations. By employing advances in construct modeling, the theoretical underpinnings of learning progressions research, and four principles of evidence‐centered design, teacher educators along with psychometricians can test hypotheses about teacher learning progressions. Utilizing an FA moves‐based framework, the article examines how beginning teachers’ posing, pausing, and probing practices align with five key strategies of FA. Examples of construct maps, instructional tasks, and turns of talk analysis using scoring guides are provided from an empirical study of novice science preservice teachers in a high‐needs school district. 相似文献
12.
This study examined elementary teachers’ instructional strategies for promoting scientific understanding and inquiry and supporting English language development with diverse student groups including English language learners. The study was part of a 5-year research and development project consisting of reform-based science curriculum units and teacher workshops aimed at providing effective science instruction to promote students’ science and literacy achievement in urban elementary schools. Data consisted of 213 post-observation interviews with third, fourth, and fifth grade teachers. The teachers reported using instructional strategies to promote scientific understanding, but generally did not employ more sophisticated inquiry-based strategies. They also reported using instructional strategies to support English language development. There were significant differences among grade levels and by years of teacher participation. 相似文献
13.
Robert E. Bleicher 《Journal of Science Teacher Education》2006,17(2):165-187
The purpose of this study was to examine changes in personal science teaching self-efficacy (PSTE), outcome expectancy (STOE), and science conceptual understanding and relationships among these in preservice teachers. Seventy preservice teachers enrolled in science teaching methods courses participated in this study. PSTE, STOE, and science conceptual understanding increased significantly during participation in the course. The study established that novice learners with minimal prior knowledge couldn't be expected to understand and employ core concepts in their learning schema without extensive guidance. The relationship between science learning confidence and science teaching confidence has not been theoretically delineated in the area of science teacher education. Findings suggest that there may be important connections between the two for preservice teachers that would be fruitful areas for future research. 相似文献
14.
Cory T. Forbes 《Journal of Science Teacher Education》2013,24(1):179-197
In this nested mixed methods study I investigate factors influencing preservice elementary teachers’ adaptation of science curriculum materials to better support students’ engagement in science as inquiry. Analyses focus on two ‘reflective teaching assignments’ completed by 46 preservice elementary teachers in an undergraduate elementary science methods course in which they were asked to adapt existing science curriculum materials to plan and enact inquiry-based science lessons in elementary classrooms. Data analysis involved regression modeling of artifacts associated with these lessons, as well as in-depth, semester-long case studies of six of these preservice teachers. Results suggest that features of the existing science curriculum materials, including measures of how inquiry-based they were, have a relatively small influence on the preservice teachers’ curricular adaptations, while teacher-specific variables account for a much greater percentage of the variance. Evidence from the case studies illustrates the critical impact of the preservice teachers’ field placement contexts as an explanatory, teacher-specific factor in their curricular adaptations. These findings have important implications for science teacher educators and science curriculum developers, in terms of not only better understanding how preservice teachers engage with curriculum materials, but also how programmatic features of teacher education programs influence their ability to do so. 相似文献
15.
Given the high attrition rate of beginning science teachers, it is imperative to better prepare science preservice teachers,
so that they can be successful during the early years of their teaching. The purpose of this study was to explore science
preservice teachers’ views of themselves as a future teacher, in particular their hopes and fears for science teaching and
the experiences that help to shape their possible selves. Employed were qualitative methods, which included open-ended surveys
and face-to-face interviews. Eleven preservice teachers who enrolled in a secondary science teacher preparation program participated.
Findings showed six categories of future selves with the most frequent category being for effective/ineffective science teaching.
When their hoped-for and feared selves were not balanced, participants articulated more fears. Regarding the primary influence
in shaping their hopes and fears, diverse past experiences related to teaching and learning appeared to be more salient factors
than science teacher education program. Given the enriched understanding of the science preservice teachers’ perceptions,
we provided suggestions for science teacher educators. 相似文献
16.
This research examined preservice teachers’ knowledge of emotional and behavioural disorders (EBD) and their sense of efficacy. The participants included a convenience sample of 230 undergraduate general education and special education preservice teachers enrolled in teacher education classes. The age of the participants ranged from 19 to 51 with a mean age of 23.37 years (SD = 6.8 years). The Teacher Self Efficacy Scale (TSES) (long form) and Knowledge of Emotional and Behavioural Disorders questionnaire were administered. The participants had higher efficacy in instructional strategies, classroom management, and instructional abilities than in student engagement. There was no significant correlation between field experience, additional coursework, and familiarity with a child with EBD and the preservice teachers’ knowledge of EBD or self efficacy. This information is relevant to teacher programme coordinators indicating that further efforts should be made to increase preservice teachers’ knowledge of EBD, and to provide strategies for identifying and working with students with EBD in classrooms. 相似文献
17.
Isil Koc 《Educational studies》2012,38(1):31-38
The practicum provides an opportunity for preservice teachers to apply knowledge and skills in actual classroom settings. Thus, it serves as a central component of virtually all teacher education programmes. This study focused the views of 16 preservice science teachers on their practicum experiences. Individual interviews were made to construct a picture of practicum as experienced by the preservice science teachers. Group seminar sessions, and written reflections were also utilised to confirm and support data from the interviews. The findings based on data gathered indicate that preservice science teachers were not exposed to environment that reflected their expectations toward learning outcomes. It is essential to provide conditions of a quality experience to preservice science teachers during their teacher education programmes in order to prepare preservice teachers to teach science effectively. 相似文献
18.
This study examined the roles of school climate, teacher expectations, and instructional practices in one elementary school in South Carolina (USA) that produced effective achievement outcomes with poor and minority students. Survey data, teacher interviews, and classroom videotaping was used to identify school characteristics and instructional behaviors of six teachers nominated by colleagues as exemplary. The school was characterized by an emphasis on high student expectations, school staff cohesiveness, engaging instruction, high parent involvement, and multicultural instruction integrated with curriculum. The practices identified are consistent with literature on effective American schools; and the practices are key aspects of the sound instruction of poor and minority children. Teachers stated that teacher education programs did not prepare them to teach these students and that they had to learn this on the job. 相似文献
19.
To promote the use of scientific inquiry methods in K-12 classrooms, departments of teacher education must provide science
teachers with experiences using such methods. To comply with state and national mandates, an apprenticeship course was designed
to afford preservice secondary science teachers opportunities to engage in an authentic, extended, open-ended inquiry. This
study describes three teachers’ apprenticeship experiences with a research scientist. Our model included placing preservice
teachers with scientists in expert/novice roles where each teacher would be actively engaged in constructing knowledge. From
triangulating interview, laboratory notebook, and reflective summary data resources, we identified common themes from re-occurring
statements. Findings indicated that participants acquired scientific skills and content knowledge; however, they expressed
limited use of these in their classrooms. 相似文献
20.
Karthigeyan Subramaniam 《Research in Science Education》2013,43(5):1851-1872
This paper describes an exploratory study that examined the content of preservice elementary teachers’ reflections of their documented early field experiences of science teaching in authentic contexts. The study used an early field experience model that was focused on the objective of profiling an elementary science teacher as the practical merit of reflection. Preservice elementary teachers individually and collaboratively reflected on their early field experiences and used the resulting reflections to construct profiles of an elementary science teacher respectively in synthesis papers. Data sources included journal entries and synthesis papers resulting from individual and collaborative reflections. Thematic analysis revealed that profiles of an elementary science teacher constructed from both individual and collaborative reflections were based on the roles of teacher as a guide and teacher as a mediator. Analysis further revealed that classroom management and discipline and safety were the key foci factored within individual reflections while what promotes learning and the difference between what is effective and ineffective scaffolding respectively, served as the foci within collaborative reflections. Also, collaborative reflection provided a structured approach to reflection as it drew preservice elementary teachers into collective dialogue and negotiation capturing the tensions they faced when trying to make sense of the practice of other teachers. Implications include the need to frame early field experiences with objectives that are understood by all parties involved in early field experiences; and, the need to instill the importance of observation, documentation, and reflection which collectively sum up preservice teachers’ early field experiences. 相似文献