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1.
Student teachers' learning about subject matter and pedagogy in education for sustainable development 总被引：1，自引：3，他引：1
This article reports on an investigation of student teachers’ learning about education for sustainable development (ESD). Phenomenographic data were collected using open proformas and interviews from student geography teachers taking the University of Oxford Post‐Graduate Certificate in Education (PGCE) in 2003–2004. The data analysis focuses on what the cohort of student teachers perceived as their learning about ESD and the sources that contribute to it. Extracts from the data illustrate their conceptions of subject matter, regarding the relevance of sustainable development for school students, its complex and contested meanings, and the challenges it presents for learning and learners. Data on conceptions of pedagogy illustrate their depth of learning about the relationship between ESD subject matter and approaches and strategies in teaching and learning, and features of pedagogy that illustrate interactive teaching strategies. Various school and university‐based sources were identified by the student teachers as leading to specific aspects of learning about ESD, although many of the accounts illustrate a combination of sources. Implications of the findings for teacher education and research in ESD are also discussed. 相似文献
2.
This study investigated how professional development featuring evidence‐based customization of technology‐enhanced curriculum projects can improve inquiry science teaching and student knowledge integration in earth science. Participants included three middle school sixth‐grade teachers and their classes of students (N = 787) for three consecutive years. Teachers used evidence from their student work to revise the curriculum projects and rethink their teaching strategies. Data were collected through teacher interviews, written reflections, classroom observations, curriculum artifacts, and student assessments. Results suggest that the detailed information about the learning activities of students provided by the assessments embedded in the online curriculum motivated curricular and pedagogical customizations that resulted in both teacher and student learning. Customizations initiated by teachers included revisions of embedded questions, additions of hands‐on investigations, and modifications of teaching strategies. Student performance improved across the three cohorts of students with each year of instructional customization. Coupling evidence from student work with revisions of curriculum and instruction has promise for strengthening professional development and improving science learning. © 2010 Wiley Periodicals, Inc. J Res Sci Teach 47: 1037–1063, 2010 相似文献
3.
Six beginning primary school teachers pioneering the Interactive Teaching approach to science were studied in their first
year of teaching. Interviews with the beginning teachers revcaled that they faced several obstacles to the implementation
of the interactive teaching of science. These included lack of collegial support, lack of feedback on their teaching, difficulty
assessing the learning of their pupils, and the differences between the culture of learning of the alternative science pedagogy
and that of their pupils. By the end of the year, teachers had reconstructed the alternative science pedagogy in ways that
reduced these difficulties. The interviews also provided evidence that ongoing support by teachers and teacher-educators versed
in the alternative pedagogy can make beginning teacher's implementation of the Interactive Teaching of science less difficult.
Specializations: physics education, beginning teachers.
Specializations: misconceptions, assessment. 相似文献
4.
Patrick Brown Patricia Friedrichsen Sandra Abell 《Journal of Science Teacher Education》2013,24(1):133-155
In order to understand how prospective teachers develop knowledge for teaching, researchers must identify the types of knowledge that are integral to effective science teaching. This case study investigated how 4 prospective secondary biology teachers’ science teaching orientations, knowledge of science learners, and knowledge of instructional sequence, developed during a post-baccalaureate teacher education program. Data sources included a lesson planning task and two interview-observation cycles during the participants’ year-long internship. Over the course of a year, the participants’ science teaching orientations were based primarily on their K-16 learning experiences, and were robust and highly resistant to change. The prospective teachers became more aware of student learning difficulties, and therefore, developed more elaborated knowledge of the requirements of learning. They consistently sequenced instruction in ways that gave priority to transmitting information to students. Prospective teachers’ development of knowledge of student understanding of science and instructional sequence were congruent with their science teaching orientations. Implications are given for teacher education and future research. 相似文献
5.
Jared Keengwe Gary Schnellert Chris Mills 《Education and Information Technologies》2012,17(2):137-146
The purpose of this study was to examine how 1:1 laptop initiative affected student learning at a selected rural Midwestern
high school. A total of 105 high school students enrolled in 10th–12th grades during the 2008–2009 school year participated
in the study. A survey instrument created by the Mitchell Institute was modified and used to collect data on student perceptions
and faculty perceptions of the impact of 1:1 laptop computing on student learning and instructional integration of technology
in education. Study findings suggest that integration of 1:1 laptop computing positively impacts student academic engagement
and student learning. Therefore, there is need for teachers to implement appropriate computing practices to enhance student
learning. Additionally, teachers need to collaborate with their students to learn and understand various instructional technology
applications beyond basic Internet browsing and word processing. 相似文献
6.
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
7.
8.
Sungmin Im 《Asia-Pacific Journal of Teacher Education》2015,43(4):355-369
This paper presents findings from a study conducted in an urban elementary school in the United States with an English language learner (ELL) student and two teachers engaged in collaborative teaching in an inclusion science classroom. This study examines the efficacy of utilising cogenerative dialogues between an ELL student and his science teacher and English as second language teacher to improve instructional practices enacted during coteaching. Drawing from field notes, teacher and student interviews, and video captured during cotaught science lessons and during cogenerative dialogues between the student and his coteachers, we examined the ways in which cogenerative dialogue expands teachers’ agency to adapt curriculum and implement instructional strategies that can better meet the needs of their students. At the same time, we examined the ways in which participation in cogenerative dialogues with his teachers expanded this student’s agency as a science learner and a language learner. 相似文献
9.
This article explores pre-service and in-service science teachers’ perceptions on active learning, and examines the effectiveness of active learning by pre-service science teachers in the Irish second level classroom through a two-phase study. In the first phase, data on perceptions were gathered from final year pre-service teachers and in-service teachers in Irish post-primary schools. In the second phase, pre-service science teachers, working with teacher educators, designed a comparative test for students in lower secondary science classrooms. This tested achievement differences for students taught in traditional ways and students taught using active learning approaches. While the test results show a significant difference between traditional teaching and active learning, overall analysis indicates that the majority of teachers in the study were not convinced of the value of this way of teaching. The findings have implications for science teaching and the enactment of curriculum reform measures in compulsory education. 相似文献
10.
Maria L. Blanton Sarah B. Berenson Karen S. Norwood 《Journal of Mathematics Teacher Education》2001,4(3):177-204
Our investigation explored a pedagogy for supervision through a case study of one prospective middle school mathematics teacher
during her student teaching semester. Classroom observations by the university supervisor, teaching episode interviews between
the supervisor and student teacher, and focused journal reflections by the student teacher were coordinated to challenge the
student teacher's existing models of teaching. The emerging pedagogy of the teaching episodes, a central focus of this study,
was characterized by (a)the use of open-ended questions that centered the student teacher in the process of sense making;
(b) a shift away from the supervisor's direct, authoritative evaluations of the student teacher's practice; (c) a sustained
focus throughout supervision derived from the student teacher's classroom experiences; and(d) an effort to maintain sensitivity
to the student teacher's zone of proximal development. We found our approach to be coincident with the notion of instructional conversation (IC)advanced by Gallimore and Goldenberg (1992).The nature of the teaching episodes seemed to open the student teacher's
zone of proximal development so that her practice of teaching could be mediated with the assistance of a more knowing other.
This revised version was published online in August 2006 with corrections to the Cover Date. 相似文献
11.
Teachers play a critical role in successfully implementing science education reforms in the United States to provide high-quality science learning opportunities to all students. However, the differentiated ways in which teachers make decisions about their science teaching are not well understood. This study takes a person-centered approach by applying latent profile analysis to examine how cognitive (pedagogical content knowledge) and motivational (instructional goal orientations, self-efficacy beliefs, and reform values) characteristics combine to form science teacher profiles in middle school. Predictors of profile membership (bachelor's degree, school %FRL) and both teacher (science instructional practices) and student (science achievement, engagement, and self-efficacy) outcomes related to the teacher profiles were also examined. Five science teacher profiles were identified (severely discouraged but reform oriented, discouraged but reform oriented, conventional, confident and mastery oriented, and confident with multiple goal approaches) that represented unique configurations of cognitive and motivation characteristics. Additionally, findings showed that the teacher profiles were significantly related to three dimensions of science instructional practice including communication, discourse, and reasoning. Finally, the teacher profiles were significantly related to student science achievement and motivational outcomes. Implications for differentiated approaches to teacher professional learning and supports for science instruction are discussed. 相似文献
12.
Teacher knowledge: The relationship between caring and knowing 总被引：1，自引：0，他引：1
While everyone acknowledges the importance of the “caring teacher,” little acknowledgment of caring as an issue exists at the level of educational policymaking. This paper presents teacher and researcher stories which describe a teacher's knowledge in practice and argues for recognition of an epistemological role for caring in teaching. The teacher's narratives describe what she knows from caring and being in relationship with her students - her relational knowing (Hollingsworth et al., 1993, 1994)- and how this knowledge alters her pedagogy and the curriculum that is constructed with each student. Caring for the person (Noddings, 1984, 1992) is revealed as central to what the teacher knows. The findings of this research suggest that for the teacher, the relationship between caring and knowing is complex and involves a constant reflective process. In attempting to situate caring within existing theories for teacher knowledge, Elbaz' (1983) structures are found to be too neat and the boundaries too well defined. A construct of teacher knowledge as relational and dynamic is described. This builds upon Lyons' provisional characterization of the epistemological relationship between students and teachers as nested knowing: “that is, students and teachers are considered to have nested, interacting epistemological perspectives” (1990a, p. 162). In this view, knowledge is not limited to what one person knows, but the intersection where the knowing of two persons in-relation overlap and the consequences for student learning (and teacher development) when one of those persons is a teacher. 相似文献
13.
14.
Lisbeth M. Brevik Marte Blikstad-Balas Kirsti Lyngvær Engelien 《Assessment in Education: Principles, Policy & Practice》2017,24(2):164-184
AbstractThis article provides an analysis of the integration of assessment for learning principles in the newly revised five-year Master of Education programme at the University of Oslo, Norway, across didactic subjects, pedagogy and school practice. The analysis draws on lecture notes, student videos and student exam papers among 143 student teachers, aiming to identify (a) the operationalisation of the assessment curriculum at the university campus, and in school practice, (b) how the student teachers use assessment principles as tools in their instructional designs and (c) how they self-assess their teaching practice. Our main finding is that student teachers seem to be more concerned with assessing their students than using self-assessment to improve their instruction. Based on the findings, we argue the importance of relating the teaching and learning activities with the assessment situations used in the teacher education programme. 相似文献
15.
16.
Sue Smedley 《Changing English: An International Journal of English Teaching》2006,13(1):125-135
This article is about teaching undergraduate student primary school teachers and is concerned with the pedagogical approaches that will support students as they move into the culture of the primary school and learn a professional identity as a teacher of young children. The paper draws on data from interviews with men student teachers, who, as a numerical minority, are in a context which obliges them and me to notice their gendered identities. What teaching approaches might help students to notice the assumptions shaping their perceptions and others' perceptions of them? How might the process of ITT suggest to student teachers that alternatives are possible? What sort of teacher/student relationship and interaction could help students to rethink themselves as teachers? Active encounters, detail, sensitivity and difference are put forward as important themes to underpin a pedagogy for primary Initial Teacher Training which prioritises conversations and relationships. 相似文献
17.
Current research indicates that students with enhanced knowledge networks are more effective in learning science content and
applying higher order thinking skills in open-ended inquiry learning. This research examined teacher implementation of a novel
teaching strategy called “web diagramming,” a form of network mapping, in a secondary school earth science class. We report
evidence for student improvement in knowledge networking, questionnaire-based reports by the students on the merits of web
diagramming in terms of interest and usefulness, and information on the collaborating teacher’s perceptions of the process
of implementation, including implications for teacher education. This is among the first reports that teachers can be provided
with strategies to enhance student knowledge networking capacity, especially for those students whose initial networking scores
are among the lowest. 相似文献
18.
19.
Allan B. I. Bernardo Auxencia A. Limjap Maricar S. Prudente Lydia S. Roleda 《Asia Pacific Education Review》2008,9(3):285-295
This study used a modified version of the Perception of Science Classes Survey (Kardash & Wallace, 2001) to survey 7,885 grade
school and high school students in different provinces in the Philippines regarding their perceptions of their science classes.
Factor analysis revealed five dimensions of the students ’ perceptions that relate to different aspects of the teacher ’s
pedagogy and the learning environment created by the teachers: (a) Learner-Centered Pedagogy, (b) Science Inquiry Activities,
(c) Positive Affect and Attitudes, (d) Grades as Feedback, and (e) Support for Self-Learning and Effort. Factor scores were
compared across grade levels and genders. The results indicate a decrease in science inquiry activities and the use of grades
as feedback in the higher grades, but an increase in support for self-learning and effort, and also positive affects and attitudes.
These trends were discussed in relation to possible problems related to teacher practices that may contribute to low student
achievement levels in science.
This research was part of a research project commissioned by the Japan International Cooperation Agency-Philippines. 相似文献
20.
Joseph E. Ireland James J. Watters Jo Brownlee Mandy Lupton 《Journal of Science Teacher Education》2012,23(2):159-175
This study explored practicing elementary school teacher’s conceptions of teaching in ways that foster inquiry-based learning
in the science curriculum (inquiry teaching). The advocacy for inquiry-based learning in contemporary curricula assumes the
principle that students learn in their own way by drawing on direct experience fostered by the teacher. That students should
be able to discover answers themselves through active engagement with new experiences was central to the thinking of eminent
educators such as Pestalozzi, Dewey and Montessori. However, even after many years of research and practice, inquiry learning
as a referent for teaching still struggles to find expression in the average teachers’ pedagogy. This study drew on interview
data from 20 elementary teachers. A phenomenographic analysis revealed three conceptions of teaching for inquiry learning
in science in the elementary years of schooling: (a) The Experience-centered conception where teachers focused on providing
interesting sensory experiences to students; (b) The Problem-centered conception where teachers focused on engaging students
with challenging problems; and (c) The Question-centered conception where teachers focused on helping students to ask and
answer their own questions. Understanding teachers’ conceptions has implications for both the enactment of inquiry teaching
in the classroom as well as the uptake of new teaching behaviors during professional development, with enhanced outcomes for
engaging students in Science. 相似文献