Search results for: Subject matter
Page 1/2 11 items
Who else is teaching the teachers? The subject discipline teacher educator in initial teacher education
In this study, the profile and practices of subject discipline teacher educators are examined, providing possibly the first investigation of this cadre of a teacher educator. The subject discipline teacher educator is a subject specialist involved in initial teacher education, for example, a physics lecturer teaching on an initial teacher education science course. The subject discipline teacher educators studied work in concurrent (post-primary) initial teacher education in Ireland. More than half of the teaching and learning experiences of student teachers on these courses happen within their subject discipline. Despite the considerable exposure of student teachers to subject discipline teacher educators, very little is known about this group. In a survey of 70 subject discipline teacher educators, several factors related to their profile and practices were analysed. The results indicate that subject discipline teacher educators are a distinctive group of teacher educators, committed to, and engaged in the practice of teacher education.
Updated: Jul. 11, 2022
‘A validation of my pedagogy’: how subject discipline practice supports early career teachers’ identities and perceptions of retention
For secondary school teachers, developing a teacher identity is complicated by spoken or implied expectations of the need to be an expert in the skills and knowledge of one’s subject discipline. Since 2009, the Teacher as Practitioner study (N = 764) has explored the effect of continued subject discipline practice on teachers’ identity and retention using a longitudinal mixed-method design. Within the population are 305 responses from initial teacher education graduates classified as early career teachers, those within their first five years of teaching. This sub-sample was used to explore relationships between discipline practice, identity and perceptions of retention in the profession. Analysis of quantitative data showed time spent engaged in practice had a greater effect on expectations of retention and identity than simply aspiring to maintain a discipline practice, while qualitative analysis showed maintaining a practice in a supportive community was also highly valued.
Updated: Feb. 08, 2022
The present study explores Finnish preservice subject teachers’ perspectives and experiences with movement integration in academic classrooms. In the study, 44 subject teachers applied an integrated approach to infuse physical activity into a required teacher-preparatory course. The program’s framework is the constructivist learning approach. Data were collected through interviews, classroom observations and field notes. The findings show that movement integration was a new concept for the preservice teachers and that their experience positively influenced their beliefs regarding the use of that concept in academic lessons. Thus, it is possible to support implementation of movement integration into secondary academic classrooms.
Updated: Oct. 23, 2020
Shulman, or Shulman and Shulman? How communities and contexts affect the development of pre-service teachers’ subject knowledge
This paper explores the interconnection between the development of subject knowledge and the influence of communities in which the learning is located. Participants followed an initial teacher education (ITE) course in physical education. Data collection consisted of interviews with pre-service teachers and their school-based mentors. ata analysis utilised the constant comparative method. The study found significant gains in the knowledge bases that were investigated. These could only be understood within the context of the communities in which the learning took place. This influence needs to be explicitly recognised if a more complete understanding of subject knowledge formation on ITE programmes is to be developed.
Updated: Aug. 08, 2020
The present study examines future teachers’ motivations for teaching using the FIT-Choice (Factors Influencing Teaching Choice) scale. The focus thereby is on subject interest, a factor that has rarely been accounted for by FIT-Choice studies although it is considered one of the most important factors to students for choosing teaching as a career. It is also assumed that students of different subject domains belong to different subcultures and therefore differ in their motivations. On the basis of n = 386 first-year, Bachelor students qualifying for lower and upper secondary schools from a large university in Germany, a latent confirmatory factor analysis shows that the FIT-Choice scale structure could be replicated and subject-specific interest was rated the most important factor by pre-service teachers. Latent path analyses reveal that students from different subject domains differ slightly in their motivations. More importantly, students who value their studied subjects’ importance highly also show higher intrinsic, social-altruistic, and pedagogical motivations.
Updated: May. 05, 2020
The authors describe the dynamic discourse interactions between a teacher and her students in a third-grade science classroom. The authors focused on how the teacher and students initiate, prompt, respond, and provide feedback; use questioning and power strategies; and how questions are associated with power dynamics. Results revealed that teacher talk was twice as frequent as students’ talk; questions were primarily closed-ended and task-oriented; and students asked few questions. The teacher exercised power by keeping activities organized and conventional, and utilizing subject matter.
Updated: Mar. 21, 2013
A Case Study of Beginning Science Teachers’ Subject Matter (SMK) and Pedagogical Content Knowledge (PCK) of Teaching Chemical Reaction in Turkey
This study aimed to evaluate subject matter knowledge (SMK), pedagogical content knowledge (PCK), concerning chemical reactions for science teaching of beginning student teachers in Turkey. The results revealed that a high proportion of the student teachers were able to correctly apply the very basic concepts of Conservation of Mass and Conservation of Atoms. However, only one quarter of the students brought a sufficient understanding with them from secondary school to correctly answer the more difficult problems.
Updated: Nov. 28, 2012
Grading Styles and Disciplinary Expertise: The Mediating Role of the Teacher’s Perception of the Subject Matter
This study examines the mediatory role of the taechers' perception of the subject matter in the relation between their disciplinary expertise and their grading style. Data were collected from a sample of 312 high school teachers who participated in the Israeli PISA assessment of student academic achievement in 2002.
Updated: Jun. 24, 2012
The purpose of this study was to investigate elementary teachers' attitudes toward the different subjects that they teach. The participants were 490 elementary school teachers from two rural school districts in the southeastern United States. Reading and language arts were consistently ranked among the favorite and most enjoyed subjects to teach, whereas science and writing were consistently ranked among the least favorite and least enjoyed subjects to teach. Implications for teacher preparation and policies related to elementary school teaching assignments are discussed.
Updated: Feb. 21, 2010
Comprehensive School Reform Instructional Practices Throughout a School Year: The Role of Subject Matter, Grade Level, and Time of Year
The achievement effects of Comprehensive School Reform (CSR) programs have been studied through the use of input-output models, in which type of CSR program is the input and student achievement is the output. This study focuses on observations of math and reading/language arts lessons in classrooms implementing an array of CSR programs to better understand what occurs in CSR classrooms. The authors found that students were productively involved in assigned tasks and that classrooms were pleasant and task oriented in both mathematics and reading/language arts.
Updated: Dec. 22, 2008