共查询到20条相似文献，搜索用时 46 毫秒
1.
Margareta Maria Thomson Jeannine E. Turner John L. Nietfeld 《Teaching and Teacher Education》2012,28(3):324-335
This study utilized cluster analysis to identify typologies of prospective teachers enrolled in a teacher education program in the U.S. based upon their self-report motivations for teaching. A three-cluster solution generated three distinctive typologies of prospective teachers (N’s of 93, 70 and 52), and further differences among typologies were investigated with respect to participants’ beliefs about teaching.Follow-up semi-structured interviews confirmed meaningful differences found between the clusters with regard to unique combination of motivations and beliefs about teaching relevant to each typology. Implications for teacher education and teacher development are further discussed in relationship with study findings. 相似文献
2.
3.
In teaching science, the beliefs of teachers may come into conflict and inhibit the implementation of reformed teaching practice.
An experienced biology teacher, Mr. Hobbs, was found to have two different sets of epistemological beliefs while his classroom
practice was predominantly teacher-centered. A case study was then performed in order to investigate the underlying issues
that contributed to his classroom practice. Data sources included preliminary and follow-up interviews and classroom observations.
Data analysis indicated that factors that prevented the epistemological conflict from reaching a resolution included Mr. Hobbs’
beliefs about learning, contextual teaching factors, personal experiences as a student, and views of the nature of science.
The findings from this case indicate that science teachers possess complex belief systems that are not immediately obvious
to either the teacher or science teacher educators, and science teacher educators need to address teacher beliefs when they
encourage teachers to implement reformed teaching practices. 相似文献
4.
The student teaching experience has been considered important in establishing pre-service teachers’ beliefs and attitudes towards their teaching. However, few studies have investigated the effect of student teaching experiences as an educational intervention for increasing technology integration – especially pre-service teachers’ pedagogical beliefs as an internal barrier to technology integration. Thus, this study examined how technology-centred student teaching experiences differently affect pre-service teachers with different teaching beliefs with regard to self-efficacy and intention to use technology. Participants were 55 pre-service teachers in a student teaching practicum. The findings revealed that technology-centred student teaching experiences increased pre-service teachers’ self-efficacy regardless of their teacher beliefs. Additionally, pre-service teachers with traditional teacher beliefs had a low level of intention at the outset but significantly increased their intention after experiencing technology-centred student teaching; however, those with constructivist teacher beliefs showed no meaningful differences in their intention levels. Implications for teacher education and the limitations of this study are discussed. 相似文献
5.
Margareta Maria Thomson Daniell DiFrancesca Sarah Carrier Carrie Lee 《Teacher Development》2017,21(1):1-20
This mixed-methods study investigated the relationships among preservice teachers’ efficacy beliefs, pedagogical content knowledge (PCK) and their domain knowledge (DK) as related to mathematics and science teaching. Quantitative results revealed that participants’ PCK was significantly correlated with their mathematics and science efficacy beliefs. Additionally, participants’ mathematics and science DK did not predict their mathematics and science personal efficacy beliefs, however, their PCK score predicted participants’ outcome expectancies. Interview analysis revealed five inter-related key themes, labeled as: Previous academic experiences, Mathematics and science PCK beliefs, Personal efficacy, Outcome expectancies and Emotions. These common themes describe participants’ views of their quality teacher training and thinking about planned instruction. Educational implications are discussed in relationship with study findings. 相似文献
6.
Self-efficacy beliefs that relate to teachers’ motivation and performance have been an important area of concern for preservice teacher education. Research suggests high-quality science coursework has the potential to shape preservice teachers’ science self-efficacy beliefs. However, there are few studies examining the relationship between science self-efficacy beliefs and science content knowledge. The purpose of this mixed methods study is to investigate changes in preservice teachers’ science self-efficacy beliefs and science content knowledge and the relationship between the two variables as they co-evolve in a specialized science content course. Results from pre- and post-course administrations of the Science Teaching Efficacy Belief Instrument-B (Bleicher, 2004) and a physical science concept test along with semi-structured interviews, classroom observations and artifacts served as data sources for the study. The 18 participants belonged to three groups representing low, medium and high initial levels of self-efficacy beliefs. A repeated measures multivariate analysis of variance design was used to test the significance of differences between the pre- and post-surveys across time. Results indicated statistically significant gains in participants’ science self-efficacy beliefs and science conceptual understandings. Additionally, a positive moderate relationship between gains in science conceptual understandings and gains in personal science teaching efficacy beliefs was found. Qualitative analysis of the participants’ responses indicated positive shifts in their science teacher self-image and they credited their experiences in the course as sources of new levels of confidence to teach science. The study includes implications for preservice teacher education programs, science teacher education, and research. 相似文献
7.
教师的认识信念系统及其对教学的影响 总被引：5，自引：0，他引：5
教师的认识信念系统是一个涉及知识信念、认知信念、文化信念、学习信念以及对信念的自我调节等因素的复杂结构。教师认识信念的形成受到个体的学习活动经验、科学观和社会环境的影响。教师的认识信念会对自我的教学理念、教学设计、教学行为、教学组织以及教学评价产生直接影响,同时又会通过教学过程将自己的认识信念传达给学生,对学生的学习产生间接影响。 相似文献
8.
S. Walker J. Brownlee C. Whiteford C. Cobb-Moore E. Johansson J. Ailwood 《Teachers and Teaching》2013,19(2):263-275
There is strong political and social interest in values education both internationally and across Australia. Investment in young children is recognised as important for the development of moral values for a cohesive society; however, little is known about early years teachers’ beliefs about moral values teaching and learning. The aim of the current study was to investigate the relationships between Australian early years teachers’ epistemic beliefs and their beliefs about children’s moral learning. Three hundred and seventy-nine teachers completed a survey about their personal epistemic beliefs and their beliefs about children’s moral learning. Results indicated that teachers with more sophisticated epistemic beliefs viewed children as capable of taking responsibility for their own moral learning. Conversely, teachers who held more naïve or simplistic personal epistemic beliefs agreed that children need to learn morals through learning the rules for behaviour. Results are discussed in terms of the implications for moral pedagogy in the classroom and teacher professional development. It is suggested that in conjunction with explicitly reflecting on epistemic beliefs, professional development may need to assist teachers to ascertain how their beliefs might relate to their moral pedagogies in order to make any adjustments. 相似文献
9.
Ayhan Cinici 《Mentoring & Tutoring: Partnership in Learning》2016,24(3):228-249
The aim of my study was to explore the nature of changes in pre-service science teachers’ (PSTs’) self-efficacy beliefs toward science teaching through a mixed-methods approach. Thirty-six participants enrolled in a science methods course that included a collaborative peer microteaching (Cope-M). Participants’ science teaching self-efficacy beliefs were measured using paired t-test procedures on Science Teaching Efficacy Beliefs Instrument-B before and after the course. Additionally, structured interviews were conducted with six PSTs. After the Cope-M process, participants continued their education in two subsequent terms, spending time observing professional teaching practices and being involved in science teaching practice in a local middle school. Finally, besides administering the self-efficacy scale again, a questionnaire regarding final perceptions of science teaching and microteaching was administered. Results suggested microteaching sessions provided a supportive and rich environment to develop cognitive, affective, and psychomotor skills in terms of professional teacher behaviors. Moreover, the microteaching sessions provided a supportive medium for enhancing science teaching self-efficacy beliefs. 相似文献
10.
11.
Wayne Melville Todd Campbell Xavier Fazio Antonio Stefanile Nicholas Tkaczyk 《Research in Science Education》2014,44(5):751-775
This article examines the influence of a practicum teaching experience on two pre-service science teachers. The research is focused on examining a practicum in a secondary science department that actively promotes the teaching and learning of science as inquiry. We investigated the process through which the pre-service science teachers integrated their practical knowledge, and examined this in the context of the quantified reformed instruction they enacted. Using a mixed methods design, we have quantified these pre-service science teachers’ practice using the Reformed Teaching Observation Protocol (Piburn et al. 2000), in concert with a narrative methodology drawn from in-depth interviews. Our analysis of the data indicates two important conclusions. The first is the importance of a consistently reformed image of science education being presented and practiced by both science teacher educators and cooperating teachers. The second is the recognition that a consistently reformed image may not be sufficient, of itself, to challenge pre-service teachers’ views of science education. Pre-service teachers appear to be heavily influenced by their biographies and own science education. Consequently, it appears the extent to which a pre-service teacher identifies problems of teaching and learning, and then works toward possible resolution, influences their progress in shaping reformed views of science education. 相似文献
12.
Patricia E. Simmons Allen Emory Tim Carter Teresa Coker Brian Finnegan Denise Crockett Lon Richardson Robert Yager John Craven John Tillotson Herbert Brunkhorst Mark Twiest Kazi Hossain James Gallagher Don Duggan‐Haas Joyce Parker Fernando Cajas Qasim Alshannag Sheryl McGlamery Jerry Krockover Paul Adams Barbara Spector Tom LaPorta Bob James Kristin Rearden Kay Labuda 《科学教学研究杂志》1999,36(8):930-954
13.
Teacher education programs have adopted preparing science teachers that teach science through inquiry as an important pedagogic
agenda. However, their efforts have not met with much success. While traditional explanations for this failure focus largely
on preservice science teachers’ knowledge, beliefs and conceptions regarding science and science teaching, this conceptual
paper seeks to direct attention toward discursive practices surrounding inquiry science teaching in teacher education programs
for understanding why most science teachers do not teach science through inquiry. The paper offers a theoretical framework
centered on critical notions of subjection and performativity as a much needed perspective on making/becoming of science teachers through participation in discursive practices of science
teacher education programs. It argues that research based on such perspectives have much potential to offer a deeper understanding
of the difficult challenges teacher education programs face in preparing inquiry practicing science teachers. 相似文献
14.
15.
Maria Lucero Martin Valcke Tammy Schellens 《International Journal of Science Education》2013,35(8):1407-1423
This paper describes Ecuadorian in-service teachers and their science teaching practices in public primary schools. We wanted to find out to what extent teachers implement inquiry activities in science teaching, the level of support they provide, and what type of inquiry they implement. Four questionnaires applied to 173 teachers resulted in the identification of high context beliefs and moderately high self-efficacy beliefs. Teachers declared to implement activities mostly to develop understanding of the material, as contrast to actual manipulation of data and/or coming to conclusions. They adopt rather a strictly guided approach in contrast to giving autonomy to learners to work on their own. Finally, teachers keep control with regard to question formulation and choice in solution procedures, which constrains the development of real inquiry. When comparing teacher beliefs, we found that teachers' context beliefs make a difference in the level of support that teachers provide to their students. Teachers with lower context beliefs ask students to perform inquiry activities on their own to a lesser extent when compared with teachers with higher context beliefs. This implies that further research on the implementation of inquiry in science teaching should take into account teachers' differences in their context beliefs. We also found out that the use of high or low support in inquiry activities remained the same for teachers with either higher or lower self-efficacy beliefs. 相似文献
16.
Süleyman Turşucu Jeroen Spandaw Steven Flipse Geurt Jongbloed Marc J. de Vries 《International Journal of Science Education》2018,40(12):1493-1519
Senior pre-university education (SPE) students experience difficulties applying mathematics to physics. This paper reports the outcome of an online explorative quantitative study of teachers' belief systems about improving transfer of algebraic skills from mathematics into physics, conducted among 503 mathematics and physics teachers working in SPE. We used a questionnaire with 16 beliefs about improving transfer, and asked teachers to select a top 5 and distribute 50 points among them. We used agglomerative hierarchical clustering to cluster qualified SPE teachers with more than 10 years of teaching experience. We found 3 large clusters, each containing naïve and desirable beliefs about transfer. These clusters turned out to be rather coherent sets of beliefs. Hence, these clusters can be interpreted as belief systems, to a certain extent justifying Ernest's [(1991). The philosophy of mathematics education. London: Falmer.] idea to cluster teachers based on their belief systems. We found relations between our groups and those of Ernest. Since naïve beliefs turn out to be weak in each cluster, science teacher educators can help science teachers to change their harmful naïve beliefs, into desirable transfer enhancing beliefs. Furthermore, we discuss some implications of our results for science teacher educators, curricula, teachers and textbooks. 相似文献
17.
Ellen M. Granger Todd H. Bevis Sherry A. Southerland Yavuz Saka Fengfeng Ke 《科学教学研究杂志》2019,56(3):348-370
This research examines factors influencing elementary science teacher learning as they participate in professional development with and enactment of educative curricula in comparison with learning following limited professional development and enactment of traditional curricula. Using a randomized cluster design (125 teachers and 2,694 students in 4th—5th grades) that met the What Works Clearinghouse standards without reservations, teacher learning was conceptualized using four outcomes. Data were analyzed using standard single-level multiple regression models and possible mediation models for the teacher outcomes were considered using piecewise multiple regression and path analytic approaches. Treatment group teachers experienced greater increases in content knowledge, views of science inquiry, beliefs about reform-based teaching, and teaching self-efficacy than comparison group teachers. The findings indicate that what teachers learn from the combination of professional development and teaching with educative curriculum varies according to what their knowledge and beliefs are on entering the experience. Surprisingly, high entry-level self-efficacy was associated not only with lower learning gains for the teachers, but also for their students. Finally, teachers' space science learning and that of their students are implicated as mediators of the positive effect of the professional development and educative curriculum enactment on teacher beliefs about reform science teaching. This work refines and extends a theoretical framework of teachers' participatory relationship with curricula. 相似文献
18.
Jo Lunn Brownlee Eva Johansson Charlotte Cobb-Moore Gillian Boulton-Lewis Sue Walker Joanne Ailwood 《Education 3-13》2013,41(2):164-183
While investment in young children is recognised as important for the development of moral values for a cohesive society, little is known about early years teaching practices that promote learning of moral values. This paper reports on observations and interviews with 11 Australian teachers, focusing on their epistemic beliefs and beliefs about teaching practices for moral education with children aged 5–8 years. The analysis revealed three main patterns of thinking about moral education: following others, reflecting on points of view, and informing reflection for action. These patterns suggest a relationship between epistemic beliefs and beliefs about teaching practices for moral learning which have implications for teacher professional development concerning experiences in moral education. 相似文献
19.
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
20.
Jo Lunn Brownlee Terri Bourke Leonie Rowan Mary Ryan Peter Churchward Sue Walker Lyra L’Estrange Anita Berge Eva Johansson 《British Educational Research Journal》2022,48(4):684-703
Recent research points to the importance of teacher educators teaching for diversity in initial teacher education programmes. Teaching for diversity is an approach to teacher education in which an understanding of specialist literature and a focus on critical thinking supports a social justice agenda as opposed to merely using different tips and tricks to prepare future teachers for teaching diverse learners in the classroom. In this study, we explored how Australian and New Zealand teacher educators negotiated a social justice agenda in teacher education programmes, using a new transdisciplinary framework of epistemic reflexivity. The Epistemic Reflexivity for Teacher Education (ER-TED) framework draws on epistemic cognition (Clark Chinn’s Aims, Ideals, Reliable epistemic processes – AIR – framework) and Margaret Archer’s reflexivity to explore knowledge claims in teacher educators’ pedagogical decision-making. The findings identified how teacher educators in our study discerned and deliberated with respect to epistemic aims for justification, which involve transformative critical thinking and critical thinking for self. They reported good knowledge (ideals) as being scholarly in nature, and reliable epistemic processes based on higher-order thinking (analysis and evaluating competing ideas) or engaging with multiple perspectives. The teacher educators in our study are clear examples of how strong overall evaluative epistemic stances enable teaching for social justice. We argue that the ER-TED framework can help us as a profession to address teaching for diversity in teacher education programmes based on the belief that the pursuit of social justice requires an evaluativist epistemic stance. 相似文献