International Portal of Teacher Education
The online resource of academic content on teacher training and teacher education
Search results for: Peters-Burton Erin E.
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4 items
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This study explored the effects of a 1-year professional development (PD) based on a cognitive apprenticeship model of research experiences on inservice teacher self-efficacy of science teaching, motivation, knowledge calibration, and perceptions of inquiry.Results indicated that inservice teachers changed their perceptions of inquiry and maintained high self-efficacy throughout all phases of the study. However, teachers refrained from making long-term changes in their cognitive strategy instruction.
Published: 2015
Updated: Jul. 09, 2017
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The purpose of this study was to develop an understanding of the process that preservice teachers use to select activities for a week-long summer science camp for upper elementary students, their rationale for choosing them, and their perception of implementation. The findings revealed that counselors developed lessons for the students based on their own goal orientation, which was to avoid science content because it was boring. Additionally, the counselors began to depend upon variable manipulation activities, where the camper used trial and error to solve a problem to avoid the possibility of students asking questions they couldn’t answer. The results of this study highlight the critical role teacher preparation programs play in developing content specific pedagogy and student outcomes from the learning environment.
Published: 2013
Updated: Jul. 01, 2015
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This study aimed to implement a novel learning tool on cell phones, Augmented Reality Games, and determine how the interaction influenced preservice teachers’ content knowledge and self-efficacy of cell phone use in schools. Results show a significant gain both elementary and secondary preservice teachers in content knowledge and self-efficacy of cell phone use in schools.
Published: 2011
Updated: Jul. 22, 2013
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In this case study, an exemplary seventh grade science teacher’s beliefs, planning decisions, implementation, and student reactions to her student-centered methods were examined over a 4-week unit on genetics.
This situation was unique because the teacher was new to the profession and her students had no prior experience with student-centered methods. Her students initially felt unsure about the tasks they were assigned and sought out more structure. However when the teacher began to scaffold the material, a balance was achieved that resulted in student engagement during the unit.
Published: 2010
Updated: Sep. 19, 2010