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Background This paper compares the findings from a recent, large-scale UK-wide survey of primary teachers' confidence in teaching science with the results of a seminal report carried out 10 years ago by Wynne Harlen in Scotland. Recent reports from across the UK have indicated there are still serious concerns relating to primary teachers' confidence and ability to teach science effectively.

Purpose The main research aims were to provide a clear, evidence-based analysis of the current issues facing primary science in the UK; explore primary teachers' confidence in science teaching and to evaluate the impact of science initiatives taking place in UK primary schools.

Sample The sample for the study comprised: telephone interviews with 300 primary teachers from all UK regions; seven focus groups of primary teachers held in England, Northern Ireland, Scotland and Wales to further explore the issues raised in the telephone interviews; and workshops from a two-day conference of 75 stakeholders in primary science from all UK regions (approximately half the delegates were teachers; also represented were teacher educators (initial and continuing professional development), curriculum developers and policy-makers). In addition, 100 teacher education institutions were surveyed in relation to their participation in primary science initiatives.

Design and methods The methodology for both studies comprised qualitative and quantitative elements (see sample details, above). All data were collected between June and September 2004.

Results The findings indicated that there are improvements in some areas of primary teachers' confidence in teaching science. However, the study showed that half of the teachers surveyed cited lack of teacher confidence and ability to teach science as the current issue of major concern in primary science. This paper also reports on some of the professional development initiatives carried out by higher education institutions in primary science.

Conclusions The paper concludes that there has been some progress in developing teacher confidence in primary science over the past 10 years. However, the situation is still critical for all stakeholders. Half of the teachers surveyed in the UK for the present study identified lack of teacher confidence and ability to teach science as the major issue of concern in primary science. Higher education institutions need to enhance the preparation of new primary teachers to ensure that they are all confident and effective teachers of science. They could also increase their partnership work with schools and other continuing professional development (CPD) providers in relation to primary science. The evidence demonstrates clearly that there is a need for substantially increasing science professional development for primary teachers. It also shows that such professional development could be more effectively targeted at specific aspects of science teaching that are more challenging for teachers. Further, the study shows that professional development in science works, in that teachers who have experienced science continuing professional development (CPD) are much more confident to teach science than those who have not.  相似文献   

3.
Background: In Bangladesh, a common science curriculum caters for all students at the junior secondary level. Since this curriculum is for all students, its aims are both to build a strong foundation in science while still providing students with the opportunities to use science in everyday life – an aim consistent with the notion of scientific literacy.

Purpose: This paper reports Bangladeshi science teachers’ perspectives and practices in regard to the promotion of scientific literacy.

Sample: Six science teachers representing a range of geographical locations, school types with different class sizes, lengths of teaching experience and educational qualifications.

Design and method: This study employed a case study approach. The six teachers and their associated science classes (including students) were considered as six cases. Data were gathered through observing the teachers’ science lessons, interviewing them twice – once before and once after the lesson observation, and interviewing their students in focus groups.

Results: This study reveals that participating teachers held a range of perspectives on scientific literacy, including some naïve perspectives. In addition, their perspectives were often not seen to be realised in the classroom as for teachers the emphasis of learning science was more traditional in nature. Many of their teaching practices promoted a culture of academic science that resulted in students’ difficulty in finding connections between the science they study in school and their everyday lives. This research also identified the tension which teachers encountered between their religious values and science values while they were teaching science in a culture with a religious tradition.

Conclusions: The professional development practice for science teachers in Bangladesh with its emphasis on developing science content knowledge may limit the scope for promoting the concepts of scientific literacy. Opportunities for developing pedagogic knowledge is also limited and consequently impacts on teachers’ ability to develop the concepts of scientific literacy and learn how to teach for its promotion.  相似文献   

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In discussions about information literacy and required research assignments, several high school teachers lamented that student research papers had regressed to the point that the completed work represented nothing more than “point and click” exercises. Similarly, Asselin and Lee (2002, 10) began their article on the need for library instruction for teacher education candidates by quoting a student who stated, “I wish someone had taught me how to develop my library information literacy skills through resource-based learning … in school [pre–K—12]. I might not have had such a horrendous time of it when I came to the university.” The problem is apparent; students on university campuses lack basic research and information literacy skills, and do not have a clear understanding of how to use the resources of their campus library. Students also lack the ability to synthesize knowledge gained from the academic classroom, the library, and information technology for the betterment of academic scholarship.

Collaboration between teacher education faculty members and academic librarians for the advancement of academic research and the development of transferable information literacy skills is necessary. These two distinctive, yet interdependent, parts of higher education organizations represent the greatest potential for the development of stronger programs in the fields of research and information literacy by incorporating computer technology and traditional research methods into coursework in a collaborative environment.  相似文献   

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This article aims to explore the issues that face primary school teachers when responding to children's drawings. Assessment in art and design is an ongoing concern for teachers with limited experience and confidence in the area and, although children's drawings continue to be a focus of much research, the question of what it is that teachers say to young children that has a positive impact on the development of their drawing is under-explored. The article aims to identify the components of what constitutes children's competence in observational drawing through a detailed analysis of a drawing made by a 6-year-old child. Connections between the teaching of drawing and the teaching of literacy are highlighted, and the article concludes that children who are able make confident representations of the visual world are better placed to express their own ideas, thoughts and experiences through art.  相似文献   

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Abstract

A number of trends are converging to drive the need for more informed teacher data use. These include advocacy for formative assessment and the need for teachers to account for student learning. In this context, assessment literacy and data literacy have emerged as a focus in research and professional development. Problematically, research signals that developing assessment/data literacy is challenging with evidence that teachers may not have mastered relevant aspects of mathematics and statistics. This paper reports lecturer, student teacher and school leader views of the role and requirements of data literacy using data from a larger study into how to foster student teacher mathematical thinking for the breadth of teacher professional work. Data were generated via interviews, surveys and document analysis. Findings suggest a concern and opportunity to develop assessment/data literacy as this calls on mathematical and statistical understanding.  相似文献   

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This work describes a survey conducted in Syros Island in Greece. The intention was to ascertain kindergarten teachers' perceptions about early literacy and the skills and knowledge they consider as important for pre‐school aged children. The participants were all the kindergarten teachers of the island (N = 19) and the data were collected during a workshop where three groups tried to make a conceptual map of ‘literacy’. The results show that, overall, kindergarten teachers adopt a very broad definition of literacy as communication ability but restrict their practices to phonics instruction. Because this attitude differs significantly from the provisions of the official curriculum, which is based on emergent literacy perspective, it is obvious that due to the lack of specialised education and support the participants prefer a hidden curriculum, which is based on the assumption that mere acquaintance with graphophonemic relations is enough for the initial level of education. The findings of this research show that teachers lack awareness of recent research and pedagogy concerning early literacy development and demonstrate the urgent need for development of specialised educational programmes for in‐service kindergarten teachers.  相似文献   

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Background:?This article describes research undertaken with teachers working in a South African township school, where parental involvement is a persistent problematic issue.

Purpose:?The purpose of the study was to explore the use of video production as a tool for assisting teachers to explore their perceptions about parental involvement in education and how these perceptions impact on their relationships with parents.

Sample:?Nine teachers participated voluntarily in the study, seven from two different primary schools and two from the high school in the township. All the teachers were isiXhosa speaking and had grown up in communities similar to the one in which the school was situated.

Design and methods:?Following a participatory research approach, we guided the participating teachers to design and produce short videos about issues that they perceived to impact negatively on their teaching and learning. We then facilitated critical reflection on these videos, specifically exploring how they had portrayed the teacher–parent relationship in each case.

Results:?Through a content analysis of a structured focus group and their written responses to questions, we identified emergent themes that made it apparent that the participating teachers viewed parents in a negative light, indicating a lack of the respect that would be required for the formation and sustainment of co-operative relationships. These themes were then used to facilitate discussion to raise teacher awareness of how the teachers' perceptions of parents could hinder meaningful parental involvement.

Conclusion:?The article offers an example of how visual methodologies can be useful tools for beginning to raise teacher awareness around issues, as a precursor to helping teachers to take action to improve a given situation.  相似文献   

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对中学教师信息素质现状的分析   总被引：1，自引：0，他引：1  
目前国内对中学教师应具备的信息素质研究仅仅处于理论探讨阶段,很少结合教师的教学活动来考虑,也没有对教师进行调查,因此,对一线教师的帮助不大。本文通过对中学教师所进行的调查,从教师的教学实践出发,对我国的中学教师信息素质现状进行分析,得出教师应具备的信息素质,并提出相应的解决方案。  相似文献   

10.
The purpose of this mixed methods research is to examine teachers' perspectives on the response to intervention (RTI) framework and its implementation in Michigan and Texas schools. Both states have been leaders in literacy, increasing preservice and in‐service teacher certification standards and developing similar batteries for assessing literacy skills. Using the International Reading Association's RTI principles, the following question directed this inquiry: what are the perspectives of teachers in various educational, geographic, economic and cultural settings of the RTI? The research was developed through questionnaires, focus groups and semi‐structured interviews. Findings revealed that teacher professional development, assessments and collaboration for instruction were highly integrated themes when developing RTI strategies as reforming practice and increasing student literacy. Michigan and Texas teachers were more confident and comfortable in measuring and identifying students with reading difficulties over their ability to prevent learning disabilities through their instruction.  相似文献   

11.
Background: Data-based decision-making in education often focuses on the use of summative assessment data in order to bring about improvements in student achievement. However, many other sources of evidence are available across a wide range of indicators. There is potential for school leaders, teachers and students to use these diverse sources more fully to support their work on a range of school improvement goals.

Purpose and sources of evidence: To explore data-based decision-making for school improvement, this theoretical paper discusses recent research and literature from different areas of data use in education. These areas include the use of formative assessment data, educational research study findings and ‘big data’. In particular, the discussion focuses on how school leaders and teachers can use different sources of data to improve the quality of education.

Main argument: Based on the literature reviewed, an iterative model of data use for school improvement is described, consisting of defining goals for data use, collecting different types of data or evidence (e.g. formal data, informal data, research evidence and ‘big data’), sense-making, taking improvement actions and evaluation. Drawing on the literature, research insights are discussed for each of these components, as well as identification of the research gaps that still exist. It is noted that the process of data use does not happen in isolation: data use is influenced by system, organisation and team/individual level factors.

Conclusions: When it comes to using data to improve the quality of teaching and learning, it is evident that some of the most important enablers and barriers include data literacy and leadership. However, what is less well understood is how we can promote the enablers and remove the barriers to unlock, more fully, the potential of data use. Only then can data use lead to sustainable school improvement.  相似文献   

12.
The research examined the impact on teachers of the grammar element of a new statutory test in Spelling, Punctuation and Grammar (SPaG) in primary schools in England. The research aimed to evaluate the nature and the extent of changes to the teaching of grammar and to wider literacy teaching since the introduction of the test in 2013. The research explored teachers’ responses to teaching grammar to a statutory test format, and how teachers implemented rapid curriculum change in their classrooms. The research sought to learn the perspectives of teachers as they adjusted to new English assessments and new expectations for children’s language in the primary school. This paper draws on teacher interviews (n = 16) and an online survey of teaching staff (n = 170). Teachers discuss their knowledge, understanding and enjoyment of grammar at their own level, and their skills for teaching pupils; they also discuss their observations of how pupils have responded to explicit grammar teaching and the grammar test. The data give some insights into the processes for teachers of applying new requirements for teaching and testing grammar, and how teachers strive to make grammar accessible to children. The findings discussed in this paper are: (1) since the introduction of the statutory SPaG test in primary schools, time spent teaching decontextualised and contextualised grammar has increased significantly; (2) grammar is now taught explicitly and formally as a classroom literacy routine; (3) the test format influences grammar teaching content and approaches; (4) teachers observe that pupils enjoy learning grammar and taking the test; (5) teachers disagree about the extent to which explicit grammar teaching and testing have a positive impact on pupils’ language and literacy skills; (6) teachers feel more confident about teaching grammar.  相似文献   

13.
Abstract

This mixed-method study sought to examine the experiences of a group of 21 pre-service teachers in a collegiate literacy education class which required a semester-long exploration of the potential of tablets to enhance the reading skills of youngsters. The quantitative portions of the study identified the participants’ daily use habits of electronic devices as well as their views on what is known as the new literacies. In the qualitative portions of the study, interviews and journal entries of the pre-service teachers were gathered relative to their experiences in devising literacy learning experiences using tablets. While these prospective teachers were avid users of electronic devises and confident in their abilities to use technology, they found considerable difficulty in preparing literacy-enhancing instruction which used tablet devices, which clearly points to the need for attention in teacher training programs to the use of tablet technology infused throughout teacher education courses.  相似文献   

14.
Teachers are ideally placed to identify and refer pupils who self-injure, but are often unaware when pupils self-injure or unsure how to respond. The aims of this study were to explore and compare pre-service and in-service teachers’ knowledge and attitudes towards self-injury, and their confidence responding to pupils who self-injure. Pre-service teachers (n = 267) and in-service teachers (n = 261) completed self-report questionnaires. Prior education regarding self-injury was positively related to knowledge and confidence, while pre-service teachers were more confident than in-service teachers in their ability to cope with legal and school regulations. Thematic analysis of open-ended questions indicated that although pre- and in-service teachers are concerned about pupils who self-injure and are willing to help these students, they feel ill-informed about self-injury and requested school policies and additional education regarding the behaviour. Results have implications for educational programmes that prepare pre- and in-service teachers to identify and respond to pupils who self-injure.  相似文献   

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The Survey of Schools: ICT in education commissioned in 2011 by the European Commission took place between January 2011 and November 2012, with data collection in autumn 2011. This article presents the main findings of the Survey based on over 190,000 questionnaire answers from students, teachers and head teachers in primary, lower and upper secondary schools randomly sampled. The article details the analytical framework design and the survey methodology implemented. It then presents the main ‘state of the art’ indicators that have been built, concerning ICT infrastructure and access to it, frequency of students' ICT based activities during lessons, level of teachers' and students' confidence in their digital competences, their opinion about using ICT for teaching and learning, and the school strategies to support ICT integration in teaching and learning. The article also presents the main findings of the exploratory part of the analysis, introducing the concepts of digitally supportive school, digitally confident and supportive teacher and digitally confident and supportive student, estimating their respective proportion at EU level on average and by country and investigating whether high percentage of digitally supportive schools include high percentages of digitally confident and positive teachers and students. A few recommendations for policy making at European, national, regional/local and institutional levels conclude the article.  相似文献   

16.
ABSTRACT

The Internet has become a pivotal source of information among university students. However, studies routinely show that many students lack digital information literacy skills (i.e. skills needed to find and evaluate information online). In this paper, we report results from an experimental study testing the effect of a workshop for third-year students of a German university. The workshop was designed to teach relevant information literacy skills in a computer lab. Afterwards, students were given academic search tasks and their search behavior was recorded with a tracking device. We find that, compared with the control group, workshop participants significantly increased their use of academic databases and cited more articles from scholarly journals. On the other hand, we find no effect on the relevance of the content students found online. Teaching digital information literacy is essential and feasible, but it is no panacea for increasing the academic quality of students’ work.  相似文献   

17.
Abstract

This article arises from an evaluation of the Welsh Office Multimedia Portables Project1998–1999, in which two teachers from each of 54 primary and junior schools and one special school in Wales were provided with multimedia portables to explore the impact of their introduction. A particular aim was to improve pupil attainment in the area of Key Stage 2 literacy through the use of information and communications technology. From this evaluation different stages of development in collaborating and networking emerge and the factors that contribute to progression in both teachers and pupils are identified and examined. The article discusses some of the issues surrounding the use of technology in the primary years and goes on to relate features of the project to conditions for change and McDougall & Squires's (1997) framework for evaluating teacher professional development. It concludes by suggesting that the use of portables in the primary school can lead to wider collaboration and networking and identifies factors that may influence this progression.  相似文献   

18.
Abstract

The research objective was to determine the level of digital literacy (DL) among teachers. The scope of DL was narrowed to the issue of the safe use of electronic media. The research was conducted using a competency test and diagnostic survey. The following aspects of DL were measured: awareness of the mechanisms of communication with other Internet users and any threats resulting thereof, understanding what sexting is and what is meant by invasion of privacy, knowledge about copyright, ability to verify the credibility of information available online (the least developed area of DL), awareness of cyberbullying and the prevention thereof (the most developed DL skill), and the security of online financial operations. The study was conducted in the second half of 2016 in Poland and was commissioned by the Ministry of National Education responsible for the Bezpieczna+ (Safe+) project. The survey was carried out among 421 lower-secondary school teachers (covering three grades for children aged 12/13 to 15/16) from all over the country. The research results can be generalized at α?=?0.95 level. The teachers surveyed showed different levels of DL. The teachers of technical subjects (including ICT) obtained the best results, whereas natural science teachers scored the lowest. Age was not a determinant of ICT expertise. A low level of DL and safety skills prevailed in the group of teachers who recently began their career in education (trainees). The group of beginner teachers in particular should be given educational support. This research also breaks the stereotype that young teachers have much more advanced DL than older teachers.  相似文献   

19.
《Africa Education Review》2013,10(3):459-474
Abstract

The notion of scientific literacy, with its concomitant emphasis on science process skills gave rise to this study. This case study research sought to explore the perceptions of four primary school Natural Sciences teachers with respect to the implementation and development of science process skills at classroom level in a disadvantaged urban primary school in South Africa. Qualitative data, generated via focus group interviews and classroom observations were analysed. These data revealed that the implementation and development of science process skills were strongly influenced by the teacher's confidence and understandings of these skills, and that these in turn could be coupled to their present and past experience of science process skills. A key recommendation of this study, that might go some way to addressing these issues, is the implementation of high quality and sustained (over a long period of time) appropriate in-service training of primary school Natural Sciences teachers.  相似文献   

20.
Abstract

The purpose of this study was to investigate two research questions: What literacy learning did preservice teachers experience through a Penpal Project embedded in an early literacy course? What sense did preservice teachers make of the Penpal Project?—with an overarching focus on bridging literacy theory with practice.

Data were gathered in a university classroom setting, situated in a small Western town, over a period of one school semester. Data methods and sources included videotaped participant observation during weekly penpal letter‐sharing, preservice teachers’ reflection journals, focus group interviews, and preservice teachers’ Penpal Project Summaries.

Patterns emerged from the data and were conceptualized under three broad categories: discourse, discovery and dilemmas. In the discourse category, cultivating relationships and learning through collaboration emerged as themes. Discoveries included meaning‐ and skill‐centered interpretations and professional learning. With regard to dilemmas, preservice teachers reported feelings of inadequacy in decoding their penpals’ letters, in finding topics to pique their penpals’ interests, and in making logical speculations.

Conclusions highlighted the importance of including field experiences in teacher education courses in order for preservice teachers to integrate early literacy theory and practice. A focus on forming relationships, working in collaboration with others, and acknowledging and solving challenges revealed added benefits for the preservice teachers, including a deeper understanding of young students’ early literacy development.  相似文献   

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