International Portal of Teacher Education
The online resource of academic content on teacher training and teacher education
Search results for: Hirvonen Pekka E.
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3 items
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This study has investigated the use of an open guided inquiry laboratory course in which a group of pre-service teachers planned and implemented practical work for school purposes. The results show that peer discussions about content and instructional decisions within active designing teaching sequences have enabled the participants to become aware of several aspects of a physics teacher’s teacher knowledge. Furthermore, the pre-service teachers who participated in this project suggested that they had learnt subject matter knowledge during the Course of Laboratory Practice for Physics Teachers (CLP). In light of the results, the authors would warmly suggest including the early use of the open guided inquiry laboratory, as part of the bachelor degree studies, for preservice physics teachers.
Published: 2013
Updated: May. 25, 2014
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In this study, the authors applied the principles of grounded theory to frame a set of factors that seem to set major challenges concerning both successful work in the school physics laboratory and also in the preparation of lessons that exploit practical work. The subject groups of the study were preservice and inservice physics teachers. The findings revealed that the challenges in practical or laboratory work consisted of the limitations of the laboratory facilities, an insufficient knowledge of physics, problems in understanding instructional approaches, and the general organization of practical work.
Published: 2010
Updated: Sep. 19, 2010
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This paper examines Finnish cooperating physics teachers’ conceptions of teacher knowledge in physics. Six experienced teachers were interviewed. The results show that the teachers strongly emphasize knowledge related to day-to-day teaching practice. It was also found that the teachers appear to lack some of the essential key ideas of modern physics teacher education, such as a holistic view of instructional approaches.
Published: 2010
Updated: Sep. 19, 2010