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1.
Educational reforms during the last decade have led to a more inclusive environment for students with different needs and have placed demands on teachers’ readiness to instruct diverse students in the general classroom. Previous research has ascertained that student achievement is correlated with teacher quality and teachers’ efficacy beliefs. Today, basic competence in mathematics is more important than ever for managing routine day‐to‐day activities and therefore, identifying and educationally supporting students with low performance in mathematics is necessary. The aim of the study was to investigate the perceived teacher efficacy beliefs of special education and mathematics teachers when teaching mathematics to low‐performing middle school students. Results indicated that special education teachers had higher teacher efficacy beliefs than mathematics teachers. Teacher experience, certification or gender had no effect on teachers’ efficacy beliefs. Furthermore, subject teachers reported high pedagogical knowledge for teaching low‐performing students, and special education teachers reported having moderate mathematical subject knowledge.  相似文献   

2.
This two‐year school‐wide initiative to improve teachers’ pedagogical skills in inquiry‐based science instruction using a constructivist sociocultural professional development model involved 30 elementary teachers from one school, three university faculty, and two central office content supervisors. Research was conducted for investigating the impact of the professional development activities on teachers’ practices, documenting changes in their philosophies, instruction, and the learning environment. This report includes teachers’ accounts of philosophical as well as instructional changes and how these changes shaped the learning environment. For the teachers in this study, examining their teaching practices in learner‐centered collaborative group settings encouraged them to critically analyze their instructional practices, challenging their preconceived ideas on inquiry‐based strategies. Additionally, other factors affecting teachers’ understanding and use of inquiry‐based strategies were highlighted, such as self‐efficacy beliefs, prior experiences as students in science classrooms, teacher preparation programs, and expectations due to federal, state, and local mandates. These factors were discussed and reconciled, as they constructed new understandings and adapted their strategies to become more student‐centered and inquiry‐based.  相似文献   

3.
This empirical study investigates secondary science teachers’ perspectives on science education reform in Taiwan and reflects how these teachers have been negotiating constructivist and learner-centered pedagogical approaches in contemporary science education. It also explores the challenges that teachers encounter while shifting their pedagogical focus from traditional approaches to teaching science to an active engagement in students’ learning. Multiple sources of qualitative data were obtained, including individual interviews with science teachers and teachers’ reflective journals about Confucianism in relation to their educational philosophies. Thematic analysis and constant comparative method were used to analyze the data. The findings revealed that Confucian traditions play a significant role in shaping educational practices in Taiwan and profoundly influence teachers’ epistemological beliefs and their actual classroom practice. Indeed, science teachers’ perspectives on Confucian learning traditions played a key role in supporting or obstructing their pedagogical commitments to inquiry-based and learner-centered approaches. This study draws on the literature concerning teachers’ professional struggles and identity construction during educational reform. Specifically, we explore the ways in which teachers respond to educational changes and negotiate their professional identities. We employed various theories of identity construction to understand teachers’ struggles and challenges while wrestling with competing traditional and reform-based pedagogical approaches. Attending to these struggles and the ways in which they inform the development of a teacher’s professional identity is vital for sustaining current and future educational reform in Taiwan as well as in other Eastern cultures. These findings have important implications for teachers’ professional development programs in East Asian cultures.  相似文献   

4.
The number of induction programs available to teachers is increasing rapidly, and by necessity these programs are designed to meet the needs of all teachers regardless of their preparation and academic background. This study examines the impact of a science‐focused induction program on secondary science teachers from different preparation programs. The 16 teachers were first‐year secondary science teachers who graduated the previous year from one of four different teacher‐preparation programs. All teachers were monitored during their first year of teaching, as they participated in the induction program, to understand their teaching beliefs, instructional practices, and experiences in the classroom. The analysis of data revealed that the preservice training of a science teacher influenced the type of support the teacher derived from the science‐focused induction program. Teachers from a preservice program with an extended student‐teaching experience and two science methods courses held beliefs aligned with student‐centered practices and implemented more reform‐based lessons than did other teachers during the year. This study reinforces the importance of induction programs for teachers and suggests that there is a need for specialized support programs for beginning science teachers. The study also provides specific suggestions for improving the preparation of secondary science teachers. © 2006 Wiley Periodicals, Inc. J Res Sci Teach 43: 963–985, 2006  相似文献   

5.
The impact of No Child Left Behind (NCLB) mandated state science assessment on elementary teachers’ beliefs about teaching science and their classroom practice is relatively unknown. For many years, the teaching of science has been minimized in elementary schools in favor of more emphasis on reading and mathematics. This study examines the dynamics of bringing science to the forefront of assessment in elementary schools and the resulting teacher belief and instructional shifts that take place in response to NCLB. Results indicated that teachers’ beliefs about teaching science remained unchanged despite policy changes mandated in NCLB. Teacher beliefs related to their perceptions of what their administrators and peer groups’ think they should be doing influenced their practice the most. Most teachers reported positive feelings and attitudes about science and reported that their students had positive feelings and attitudes about science; however, teachers reported teaching science less as a result of NCLB. Implications for elementary science education reform and policy are discussed.  相似文献   

6.
An urgent goal for science teacher educators is to prepare teachers to teach science in meaningful ways to youth from nondominant backgrounds. This preparation is challenging, for it asks teachers to critically examine how their pedagogical practices might adaptively respond to students and to science. It asks, essentially, for new teachers to become researchers of their own beginning practice. This study explores the story of Ben as he coauthored a transformative action research project in an urban middle school as part of a teacher education program and, later, over his first year of teaching at that same school. We describe how Ben and his partner teacher created innovative spaces for science learning. This offered Ben an opportunity to make some of his deeply engrained pedagogical beliefs come alive within a context of distributed expertise, which provided for him a space of moderate risk where he could afford the chances of failure without undermining how he felt about his own capacity as a teacher. Our study highlights the importance of creating reform opportunities within the context of teacher education programs that may help beginner teachers construct positive images of teaching that they can hold on to in their future practice.  相似文献   

7.
This is the fifth in a series that examines the challenges that teachers in different domains face as they attempt to implement the pedagogical reform ‘Fostering a Community of Learners’ (FCL). Here we focus on the relationship between FCL and the teaching of mathematics. We argue that it is possible to teach mathematics through the FCL pedagogy, but that doing so requires some rethinking of both mathematics instruction and FCL. In particular, we describe three shifts that aided a teacher's implementation of FCL pedagogy with mathematics: the teacher developed a new perspective on mathematics that emphasized the importance of having students learn both mathematical concepts and processes; the teacher developed a new understanding of the role of the teacher in mathematics‐education reform; and the teacher modified his understanding of FCL, coming to believe that a discourse community could be the basis for FCL pedagogy in a mathematics classroom.  相似文献   

8.
While it is generally acknowledged that the first years of teaching are the most difficult, little is known about the development of subject matter specialists during this period. In order to add to the knowledge in this area, the present study explores the first year of 114 secondary science teachers as they participate in one of four different induction programmes. The data collected in this study consist of observations of practice, and of interviews about beliefs, pedagogical content knowledge and experiences throughout the year. Quantitative and qualitative analysis of the data revealed that, as a group, the beginning teachers held teacher‐centred practices, beliefs, and pedagogical content knowledge. Analysis by induction programme, however, revealed that teachers who participated in science‐specific induction programmes significantly changed their beliefs and used more investigations in their classroom lessons than did their peers in the other induction programmes. Moreover, the physical proximity of colleagues was also important to the well‐being of beginning teachers. This study supports the development of science‐specific induction programmes, and provides evidence that the composition of the programme and the assigned location of the new teacher are important factors during a teacher's first year.  相似文献   

9.
A sociocultural perspective on teacher learning was used to investigate how three beginning teachers’ conceptions of classroom management affected their developing teaching practices. Students were followed from student teaching through their first 2 years of teaching. Data sources included interviews, classroom observations, and teacher education portfolios. Although all three teachers shared common conceptions of management as establishing positive learning environments, only two of the teachers were successful in doing so. Four key ideas shared by these two teachers served as pedagogical tools that framed their decision-making and scaffolded their early practice. These four conceptions are linked to a course on classroom management not taken by the third teacher. Implications of these findings for teacher education are discussed.  相似文献   

10.
Induction programs are essential in addressing the unique pedagogical and content needs of secondary science teachers. Yet most secondary science teachers have little access to general induction programs, and even less opportunity to participate in specialized science induction programs. This study examines the impact of three different induction programs on secondary science teachers. The teachers were matched by grade level among three groups; one group participated in a science‐focused support program, another participated in a general support program, and a third had no formal support. All teachers were monitored during the spring semester to understand their teaching beliefs, instructional practices, and experiences in the classroom. The analysis of data revealed that the secondary science teachers in the science‐focused support program implemented more student‐centered inquiry lessons, held beliefs aligned with student‐centered practices, and felt fewer constraints in their teaching than did the other two groups of teachers. This study reinforces the importance of induction programs for teachers, suggests there is a need for specialized support programs for beginning science teachers, and recommends that universities and school districts work together to develop such programs. © 2003 Wiley Periodicals, Inc. J Res Sci Teach 40: 77–97, 2003  相似文献   

11.

This study examines teachers’ philosophies of science and describes how these philosophies influence their classroom instruction. Three science teachers with very diverse views of science were interviewed and observed in their classrooms for several months. These teachers’ philosophies were found to influence laboratory instruction, the manner in which demonstrations were used, the teaching of evolution, science‐technology‐society (STS) instruction, word usage, and instructional goals. The findings are relevant to issues in teacher education as well as the institutional environment of teaching.  相似文献   

12.
In this study, the actual position of collaborative learning (CL) in teacher education is examined. One hundred and twenty teacher educators and 369 student teachers are surveyed on general educational beliefs, mental models and conceptions related to CL. The self‐efficacy and the implementation of CL are also taken under scrutiny. The results reveal that CL is highly valued as a teaching strategy for primary school children; however, student teachers do not prefer to collaborate themselves during their learning process. Student teachers’ self‐efficacy towards the use of CL is moderate. Collaborative learning is implemented once in a while in teacher education, and student teachers are not intensively trained in the pedagogical use of CL for their future classroom practice.  相似文献   

13.
Previous research by the authors (Meade, McMeniman, Wilson, Kanes and Davey, 1991) indicated the effectiveness of the stimulated recall (SR) methodology for examining the knowledge bases underlying the classroom actions of effective teachers in secondary mathematics and science. This study investigates more fully the robustness of the SR technique with special reference to: (i) making explicit the implicit theories of teaching; and (ii) the ways in which teachers construe effective teaching and learning. It probes the teaching practices of one effective high school science teacher, and compares the findings to another such teacher from the 1991 study. The conclusions made are that despite its labour intensive and time consuming nature, SR is a useful methodology for gaining profound insight into the implicit theories and beliefs of teachers, and the relationship between beliefs and actions. In particular, these theories and beliefs mainly concentrate on general pedagogical knowledge and pedagogical content knowledge.  相似文献   

14.
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15.
信念的研究是判断教师教育成效的一项重要指标,是当前教师教育中最有价值的一部分。职前教师信念由于受到先前经验和信念本身特质等因素的影响,不易改变,教师教育应该对职前英语教师的信念进行检视与再建构。在自我反思教学模式下发展起来的教育行动研究是近年来国外教育界探究和实践的一种教学理论,是一种非常适合没有接受过教育研究训练的职前教师的研究方法。开展行动研究有助于职前教师将理论学习与教学实践相结合,在教学实践过程中,充分利用有限的直接经验进行教学反思,不断检视、并重构教师信念,提升教学行为。  相似文献   

16.
This study continues research previously conducted by a nine‐university collaborative, the Salish I Research Project, by exploring science teachers' beliefs and practices with regard to inquiry‐oriented instruction. In this study, we analyzed the relationship among secondary science teachers' preparation, their beliefs, and their classroom practices after completion of a course designed to provide authentic inquiry experiences. From Teacher Pedagogical Philosophy Interview data and Secondary Science Teacher Analysis Matrix observational data, we analyzed links between the teachers' conveyed beliefs and observed practice regarding the teachers' actions (TA) and students' actions (SA). Also presented is a listing of teachers' perceived influences from university preparation course work. Results indicated that 7 of the 8 teachers professed a belief in teacher‐centered or conceptual style with regard to TA and SA. The observational results indicated that 7 of the 8 teachers displayed a teacher‐centered or conceptual style with regard to TA and SA. Inconsistencies between interview and observational data were unexpected, as half of the teachers professed slightly greater teacher‐centered styles with regard to TA than what they actually practiced in their classrooms. All teachers reported that an inquiry‐based science course was valuable. © 2006 Wiley Periodicals, Inc. J Res Sci Teach 43: 938–962, 2006  相似文献   

17.
This study unveils the stories of 3 public school elementary teachers from the USA who reflected on their beliefs about science education reform, and implementation of the reform in their classroom teaching, in response to state recommendations for change in science education. The teachers' stories show how various factors assisted or impeded the implementations of reform in their teaching, the various challenges related to their grade-level teaching, and the teachers' personal struggles to make sense of reform recommendations. Within each case study, we describe 4 common themes from the teachers' interviews. These themes are related to teachers' science teaching strategies, their science teaching efficacy beliefs about adopting reform, the types of science learning outcomes teachers target, and the types of teaching resources available to them. Implications for teacher education and practice are discussed in relationship with study findings.  相似文献   

18.
A small group of Russian teachers who were interested in adopting aspects of the US science educational reform movement, participated in a constructivist science teaching project. Baseline data from translated classroom observations were scored using the science classroom observation rubric from the expert science teaching educational evaluation model (ESTEEM) and compared with a traditional (teacher centered) group of US science teachers and a group of US constructivist (student centered) science teachers. The purpose of the research is to investigate how Russian teachers who were beginning a US science education reform project compared with two US groups of science teachers, a traditional and a reform group. Analysis of variance was used to analyse the total rubric score and four categories for the Russian/traditional US and the Russian/constructivist US studies in order to examine closely the traditional and the constructivist teaching practises. In the first study US traditional teachers were statistically higher on 'facilitating the learning process' and 'context-specific pedagogy'. Russian teachers were higher on the 'content' category. In the second study the experienced constructivist US teachers were statistically higher on all four categories and the total rubric score. The educational culture of both countries is very traditional. However, the reform movement in science education has changed some US teachers, and is in the process of changing some Russian teachers. Both countries are working on the reform process. The results of this study provide baseline information on a small group of Russian teachers, who have chosen to be a part of the ideas contained in the US science education reform movement. The study also promotes the mutual understanding of both cultures among teachers, administrators, and researchers, which should ultimately form a bond for working together on common educational issues.  相似文献   

19.
This collective case study reports on an investigation into the relationship between mathematics teachers’ beliefs and their classroom practices, namely, how they organized their classroom activities, interacted with their students, and assessed their students’ learning. Additionally, the study examined the pervasiveness of their beliefs in the face of efforts to incorporate reform-oriented classroom materials and instructional strategies. The participants were five high school teachers of ninth-grade algebra at different stages in their teaching career. The qualitative analysis of the data revealed that in general beliefs were very influential on the teachers’ daily pedagogical decisions and that their beliefs about the nature of mathematics served as a primary source of their beliefs about pedagogy and student learning. Findings from the analysis concur with previous studies in this area that reveal a clear relationship between these constructs. In addition, the results provide useful insights for the mathematics education community as it shows the diversity among the inservice teachers’ beliefs (presented as hypothesized belief models), the role and influence of beliefs about the nature of mathematics on the belief structure and how the teachers designed their instructional practices to reflect these beliefs. The article concludes with a discussion of implications of teacher education.  相似文献   

20.
This study investigated how a collaborative mentoring program influenced beginning science teachers' inquiry-based teaching and their reflection on practice. The one-year program consisted of five one-on-one mentoring meetings, weekly science education seminars, weekly mentoring group discussions, and self-evaluation activities. The participants were three beginning science teachers and three mentors at the middle school level (7–9th grades) in an urban area of South Korea. For each beginning teacher, five lessons were evaluated in terms of lesson design/implementation, procedural knowledge, and classroom culture by using the Reformed Teaching Observation Protocol. Five aspects of the beginning teachers' reflections were identified. This study showed that a collaborative mentoring program focusing on inquiry-based science teaching encouraged the beginning teachers to reflect on their own perceptions and teaching practice in terms of inquiry-based science teaching, which led to changes in their teaching practice. This study also highlighted the importance of collaborative interactions between the mentors and the beginning teachers during the mentoring process.  相似文献   

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