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1.
The objectives of this study were to (a) identify the major tenets of a preservice secondary science education program as expressed by science education faculty, (b) identify knowledge structures that beginning secondary science teachers have constructed about the teaching and learning of science, and (c) identify the correlatives that exist between the first two objectives. The study was grounded in the postulates of teacher cognition in that teachers construct their own schema from their experiences in order to comprehend, plan for, and respond to the dynamics of their classroom. This qualitative study consisted of interviews and observations of beginning science teachers, interviews with science education faculty, and an analysis of the course syllabi of that faculty. Methods of single and cross-case analytic induction were combined to analyze the data. Based on the data, it may be concluded that aspects of the program, such as student-centered learning, cooperative learning, general pedagogical knowledge, and pedagogical content knowledge, were adopted into the schema of the beginning teachers; the degree of adoption appeared to be linked to the individual's most significant learning experiences and the constraints of the school situation. © 1997 John Wiley & Sons, Inc. J Res Sci Teach 34: 633–653, 1997. 相似文献
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Ksenia Solheim Sigrun K. Ertesvåg Grete Dalhaug Berg 《Journal of Educational Change》2018,19(4):511-538
Teachers are the most important agents in shaping education for students and to bring change and innovation in educational practices. There is a lack of knowledge about how teachers learn and transfer their knowledge into practice in the classrooms. Teacher educators have repeatedly argued that classroom management is a critical pedagogical skill that teachers must master in order to maximize classroom interaction. This study aims to contribute to the understanding of how lower secondary school teachers learn and improve classroom interaction in the context of an educational intervention. Three aspects of classroom interaction are addressed: emotional support, classroom organization and instructional support. The sample contained 81 teachers from 14 Norwegian lower secondary schools reporting, through digital logs, on learning experiences with respect to classroom interaction. Moreover, they reported on the types of learning activities they undertook. Findings indicated that teachers’ improvement in classroom interaction was, to a large extent, dependent on their own, or their colleagues’ strong knowledge of classroom interaction. The results of the study add to our understanding of teachers’ knowledge and skills within classroom interaction and how teachers can improve their knowledge, e.g., through reflection on situations in the classroom. Still, the authors suggest a stronger emphasis on the integration of research based knowledge and teacher learning strategies to support teachers to reach their full teaching potential. 相似文献
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L. G. A. de Putter-Smits R. Taconis W. M. G. Jochems 《Learning Environments Research》2013,16(3):437-462
The current trend in science curricula is to adopt a context-based pedagogical approach to teaching. New study materials for this innovation are often designed by teachers working with university experts. In this article, it is proposed that teachers need to acquire corresponding teaching competences to create a context-based learning environment. These competences comprise an adequate emphasis, context establishment, concept transfer, support of student active learning, (re-)design of context-based materials, and assistance in implementation of the innovation. The implementation of context-based education would benefit from an instrument that maps these competences. The construction and validation of such an instrument (mixed-methods approach) to measure the context-based learning environment is described in this paper. The composite instrument was tested in a pilot study among 8 teachers and 162 students who use context-based materials in their classrooms. The instrument’s reliability was established and correlating data sources in the composite instrument were identified. Various aspects of validity were addressed and found to be supported by the data obtained. As expected, the instrument revealed that context-based teaching competence is more prominently visible in teachers with experience in designing context-based materials, confirming the instrument’s validity. 相似文献
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外语学习焦虑对外语学习有着负面影响,可以作为外语学习成功与否的个体差异因素之一。本文主要阐述了外语学习焦虑的研究,提出了在课堂中降低焦虑、优化教学的教学建议。 相似文献
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This paper examines how the design and implementation of a core teacher education course develops pre-service teachers’ information communication technology (ICT) in education competencies in a mainland Chinese university. This course adopted a four-component instructional design system to develop its curriculum, incorporated an inquiry-based learning approach to develop pre-service teachers’ pedagogical competencies, and used an online learning platform to facilitate the sharing of experiences of using ICT for teaching and learning. This case study demonstrates that innovative pedagogies together with more relevant course content supported by an online learning platform may enhance the effectiveness of a core ICT in education course. 相似文献
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This study used responses of 20 student teachers to describe the different ways in which student teachers perceive the practice of their mentors as internal triggers for learning in their practicum experiences in the schools. Reported observations from pedagogical journals of student teachers were described according to various kinds of teaching knowledge and skills and were further categorized as providing either support or challenge to student teachers’ perceptions of learning to teach. The student teachers identified support and challenge in each one of the categories of teaching knowledge and skills, thereby supplying evidence for different kinds of emotional and cognitive triggers for learning. Based on the findings, we make some recommendations for supervision of mentoring relationships. 相似文献
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To examine the long-term effects of pedagogical development, the study explored 56 Chinese university instructors’ viewpoints on their professional agency in implementing new pedagogical practices following a PBL program in Denmark. Q methodology was supplemented by a post-sorting survey and post-analysis interviews. An eight-factor solution emerged, indicating a high variation in participants’ subjective experiences of PBL implementation. Their perceived sources for agency enactment are both internal and external, crossing three phases in practice – readiness, implementation, and prospects. Despite suggesting positive long-term PD effects, the study also illustrates how university instructors’ agency enactment is constrained by contextual aspects, including a lack of surrounding acceptance and support. Practical implementations how PD programs may support long-term teacher learning through agency development are provided. 相似文献
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Lena Fung Lina P.Y. Chow 《Educational research; a review for teachers and all concerned with progress in education》2013,55(3):313-321
An understanding of student teachers' pedagogical images plays an important role in helping teacher educators plan learning experiences. The purposes of this study were to obtain a profile of pedagogical images of a group of student teachers, and to assess whether there is congruence between their pedagogical images and classroom practices. Applying the conception of teaching model proposed by Pratt, Chan developed a questionnaire to evaluate teachers' views about teaching, which was modified here and administered to 59 first-year student teachers before and after their teaching practicum in physical education for secondary schools. Results indicated that the student teachers possess a Nurturing image, whereas in actual classroom practices, their approach was a mix between the Apprenticeship and the Transmission approaches. In other words, whereas student teachers conceive themselves as having a more child-centred approach to teaching, in reality, their practices constituted more a teacher-centred approach. The investigators considered that this type of information would be helpful for teacher educators when planning learning experiences. 相似文献
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Su Lynn Tay 《International Journal of Science Education》2018,40(2):109-138
Great teaching is characterised by the specific actions a teacher takes in the classroom to bring about learning. In the context of model-based teaching (MBT), teachers’ difficulty in working with students’ models that are not scientifically consistent is troubling. To address this problem, the aim of this study is to identify the pedagogical micro-actions to support the development of scientific models and modelling skills during the evaluation and modification stages of MBT. Taking the perspective of pedagogical content knowing (PCKg), it identifies these micro-actions as an in-situ, dynamic transformation of knowledges of content, pedagogy, student and environment context. Through a case study approach, a lesson conducted by an experienced high-school physics teacher was examined. Audio and video recordings of the lesson contributed to the data sources. Taking a grounded approach in the analysis, eight pedagogical micro-actions enacted by the teacher were identified, namely ‘clarification’, ‘evaluation’, ‘explanation’, ‘modification’, ‘exploration’, ‘referencing conventions’, ‘focusing’ and ‘meta-representing’. These micro-actions support students’ learning related to the conceptual, cognitive, discursive and epistemological aspects of modelling. From the micro-actions, we identify the aspects of knowledges of PCKg that teachers need in order to competently select and enact these micro-actions. The in-situ and dynamic transformation of these knowledges implies that professional development should also be situated in the context in which these micro-actions are meaningful. 相似文献
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This article reports a mixed methods study on the contribution of various aspects of pre-service student teachers’ learning in initial teacher education (ITE) to their professional competence in a Five-year Bachelor of Education Programme in Hong Kong. Special attention is given to how student teachers’ non-formal learning in higher education contributes to their professional competence, an under-researched area in teacher education. A total of 282 student teachers participated in the quantitative survey, 18 of whom were interviewed. Although Undergraduate Learning Experience: Formal Learning and Non-formal Learning was not the most highly rated factor, multiple regression indicated that it was the only ITE professional learning factor that significantly predicted all dimensions of professional competence. This supports the hypothesis that non-formal learning as a part of learning in higher education makes a significant contribution to student teachers’ professional competence. The qualitative findings showed that non-formal learning provided opportunities for service learning, co-curricular activities, and student exchange programmes with different objects of engagement. Student teachers constructed pedagogical content knowledge, general pedagogical knowledge, and knowledge of context through hands-on experiences, professional dialogue with practitioners, and observations of others’ practice. Such knowledge contributed to their competence in classroom teaching and to work in schools. Implications for ITE are discussed. 相似文献
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Teresa Cremin Author Vitae Pamela Burnard Author Vitae Author Vitae 《Thinking Skills and Creativity》2006,1(2):108-119
Connecting to current work in the area of creative pedagogies, this paper reports findings of an exploratory study that sought to identify what characterises possibility thinking in young children's learning experiences and how teachers’ pedagogical practice fosters this critical aspect of creativity. It focuses in particular on pedagogy, seeking to demonstrate how approaches adopted facilitated children's possibility thinking. Possibility thinking has been conceptualised as being central to creative learning although its role, as manifest in the learning engagement of children and the pedagogical strategies of practitioners has not been fully illuminated. The co-participative research team involved in this study comprised staff in an early childhood centre, in an infant and a primary school, working collaboratively with three university-based researchers. The 12-month long segment of a longer study employed various data collection methods including video-stimulated review (VSR) to facilitate reflection, critical conversations, classroom observation, interviews and examination of planning documents. The paper illuminates the perspectives and embedded values that the teachers expressed whilst reflecting upon their practice, and highlights common pedagogical themes, including the practice of ‘standing back’, profiling learner agency and creating time and space. Particular strategies were employed by each of the teachers. These approaches appeared to foster possibility thinking in young learners. In addition, the paper considers the development of the teachers’ thinking through the phases of the research process and presents a model for conceptualising a pedagogy of possibility thinking. 相似文献
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Aslıhan Kocaman-Karoglu 《Education and Information Technologies》2016,21(5):1153-1168
Digital storytelling (DST) has recently emerged as a new tool in instructional environments. DST involves the combination of media and technology with traditional storytelling to help students learn. This paper examines the use of DST in a university course and pre-service teachers’ perceptions of their learning experiences using this tool. Thirty-eight pre-service teachers participated in the study, in which DST was employed as a learning activity. In the course, the participants created personal digital stories about their careers. Both qualitative and quantitative research methods were used for data collection and analysis. The findings indicate that DST is very useful for learning. The pre-service teachers perceived DST as an attractive way to share ideas and feelings, and valuable for using in lessons. DST served as a practical learning tool to present the students’ personal experiences to others, and the process encouraged emotional interactions. Implications regarding these findings are discussed. 相似文献
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The aim of the study was to understand the development of professional identity of prospective teachers, their ideals and experiences during interactions with their surrounding learning environment, including university studies and pedagogical placement during their 5-year studies. We also aimed at understanding how students with different motivational pathways to teacher education may be supported to explore teaching as a possible career choice. The findings reported in this article emerged primarily from interviews with 13 student teachers at the end of their teacher education programme. Survey responses collected during earlier stages of the study were utilised to provide data about the student teachers’ professional development prior to the point of the interviews. The findings of the study point to various concerns and dilemmas, which in turn suggest that student teachers take different identity development routes. The study identified four possible “identity routes” to becoming a teacher. The implications of different identity routes on teacher education are discussed. 相似文献
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Sini Kontkanen Patrick Dillon Teemu Valtonen Sami Renkola Mikko Vesisenaho Pertti Väisänen 《Education and Information Technologies》2016,21(4):919-943
Many pre-service teachers are members of the net generation and are expected to be familiar with different ICTs, yet several studies have indicated that they are not necessarily able to use them for teaching and learning. The notion of teachers’ technological pedagogical knowledge (TPK) is central to this concern. In this study we use the responses of 146 pre-service teachers to open-ended questions about the experiences and knowledge of ICT and pedagogy they brought with them when they entered university teacher training. The data were analysed qualitatively with content analysis based on an integrative framework generated from a number of theoretical perspectives. Derived categories and subcategories were used to construct a framework for ‘proto-TPK’ as a basis for establishing a starting point for the coordinated development of TPK with students in their university training and early careers. 相似文献
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To alleviate teachers’ reluctance toward practical work, there has been much discussion on teachers’ pedagogical content knowledge, teaching materials, and failsafe strategies for practical work. Despite these efforts, practical work is still regarded as a challenging task for many elementary science teachers. To understand the complexity of teachers’ conflicts in practical work, this study examines teachers’ ideas about teaching and learning that influence teachers’ decision‐making and action on teaching practical work. More important than knowing technical–rational aspects of practical work is to understand the internal contradictions that teachers have to resolve within themselves regarding their capabilities and beliefs about science teaching and practical work. Using stories and experiences of 38 third‐year university students in a science method course in Korea, we seek to understand the conflicts and negotiations that they experience as they make decisions regarding practical work throughout their course. Reflective writings and group discussions on their lived experiences and concerns were used to probe participants’ ideas on teaching using practical work. From written and verbal data, themes were saturated in terms of the aspects which could (dis)encourage their practice. Results suggest that there are multifactorial challenges in pre‐service teachers’ understandings and concerns in practical work. Besides time, materials, and curriculum, pedagogical assumptions and values also compositely challenge the minds of teachers. As the pre‐service elementary teachers negotiated within themselves the importance of science in classroom and social levels, the question is raised about their identities as pre‐service elementary teachers to appreciate the balance between science teaching and practical work. 相似文献
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Embodied pedagogies offer methodological and pedagogical possibilities for exploring and understanding the emotional and embodied dimensions of teaching and learning to teach. In this paper we present a collaborative self-study that examines what we have learned about the nature, value and facilitation of embodied pedagogies through our experiences as both facilitators and participants. Through engaging in this self-study we have deepened our understanding of three aspects of embodied pedagogies: the nature of embodiment as a process of learning and coming to know, the challenges associated with engaging learners in embodied pedagogies, and some of the factors that contribute to skilful facilitation of embodied pedagogies. Articulating these understandings offers insight for ourselves and for other teacher educators looking to engage preservice teachers in embodied explorations and understandings of teaching and learning. 相似文献
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In this study, five elementary teachers and a university researcher developed and implemented problem‐based learning (PBL) experiences in the context of science teaching and learning. Collaborative inquiry was adopted as a methodology, while a variety of qualitative methods were used to examine the engagement and development of teachers’ pedagogical content knowledge (PCK). A PCK model is used as a framework to examine teachers’ professional knowledge growth in areas such as orientations to teaching science, knowledge of science curriculum, knowledge of students’ understanding of science, knowledge of assessment, and knowledge of instructional strategies. Implications for how teachers may be supported when adopting instructional innovations are discussed. 相似文献
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《师资教育杂志》2012,38(1):21-36
This paper examines the context of teacher education in which certain students work as teachers whilst at the same time they study in a teacher education programme. The two phenomena that are discussed are the integration of theory and practice, and learning while working. These are located in the wider framework of teachers' pedagogical thinking, and research‐based teacher education. The paper reports on students' experiences of the success of integrating theoretical studies in their work as teachers and the related issue of how a student's everyday grasp of classroom practice has been taken into account in their studies. The paper also raises the issue of the university–school relationship through students' estimations of the impact that their participation in teacher education has brought to the school in which they work and other key aspects of the university–school relationship. 相似文献