Search results for: Science teachers
Page 1/12 120 items
This study aimed to understand how a journal club, which is used in the science and medical fields to connect theory to practice, could be used in teacher education to reduce the theory–practice gap. The authors argue that the journal club incorporated the three characteristics of a community of practice: learning, meaning, and identity. As the participants presented, discussed, and tied the articles they chose to their practice, their initiative to make the journal club a site for learning grew (enterprise), they grew to respect and trust one another (mutuality), and they became more aware of how participation in the journal club helped them to improve their practice (repertoire).
Updated: Nov. 11, 2018
This study aimed to explore preservice science teachers’ views about the uses of e-readers and e-text prior to their science methods course and their views of their use of this technology when they are required to incorporate them as a resource in their lesson planning. The findings reveal that participants highlighted the potential of e-text as adaptable and more responsive to student interest and need. The authors also found that if preservice secondary education science methods teachers already owned an e-reader device, they reported being more comfortable with their own platform and preferred reading on paper.
Updated: Aug. 08, 2018
Navigating Layers of Teacher Uncertainty among Preservice Science and Mathematics Teachers Engaged in Action Research
This study aimed to explore how the construct of teacher characterizes different dilemmas that preservice science and mathematics teachers encounter as they embark upon their first action research experience. The authors conclude that action research is both a viable and productive mechanism for helping preservice science and mathematics teachers not only to embrace these uncertainties, but more importantly respond to them in creative and innovative ways.
Updated: Jul. 05, 2018
This study aimed to better understand how teachers negotiate their emergent identities and the role emotional transactions play in this process. The authors organized the findings by four key features of what we call the process of ‘identity work’: (1) Incoming teacher beliefs; (2) Teacher identity emotional episodes; (3) Teacher attributions, and (4) and Identity adjustment. All of the participants could identify episodes or experiences during which they had salient emotional responses. Some participants elaborated the ways that these emotional responses served to confirm or further teacher identities/expectations they brought with them into their first year of teaching. Others argued that these events triggered a process of questioning or exploration regarding what their incoming beliefs were.
Updated: May. 17, 2018
Measuring Preservice Teacher Self-Efficacy in Music and Visual Arts: Validation of an Amended Science Teacher Efficacy Belief Instrument
This study aimed to adapt the well-established Science Teaching Efficacy Belief Instrument- B (STEBI-B) for preservice teachers and to pilot the new instrument to determine its validity and reliability in The Arts. The authors argue that this study offers new contributions to the field of educational measurement in The Arts, specifically in measuring primary preservice teacher self-efficacy for learning areas like music and visual arts. The findings reveal that Arts Teaching Efficacy Belief Instrument (ATEBI) had good internal consistency and re-test reliability on the personal teaching efficacy scale. Furthermore, it was found that ATEBI had good validity statistics using ANOVAs on all scales.
Updated: May. 01, 2018
Initial Science Teacher Education in Portugal: The Thoughts of Teacher Educators About the Effects of the Bologna Process
The purpose of this article was to examine how science teacher educators perceived the changes that took place in the formal way of educating junior school and high school science teachers, due to the implementation of the Bologna process guidelines. The findings reveal that participants are not concerned with the change in the type of degree required for teaching. However, they stated that they are concerned about the teaching practice and the science to be taught components. They believe that these components should be strengthened in the post-Bologna masters in teaching. The authors argue that the changes were introduced in Portuguese educational laws. These changes were proved to be consistent with the participants' opinions.
Updated: Apr. 10, 2018
Developing Practical Knowledge of the Next Generation Science Standards in Elementary Science Teacher Education
This study investigates the development of prospective elementary teachers’ practical knowledge of the Next Generation Science Standards (NGSSs) in the context of a science methods course and innovative field experience. The authors present three issues related to how prospective teachers viewed and utilized the standards: (a) prospective teachers perceived the standards as providing guidance for planning; (b) the participants can build practical knowledge for using the NGSS as a tool to self-assess the effectiveness of their instruction in relation to their students’ progress toward meeting the standards; and (c) the participants developed the belief that the standards were achievable for both themselves and their students.
Updated: Apr. 08, 2018
The present study investigated differences in contextual factors across schools and their influence on teachers’ decisions about science instruction. The findings show the influence of context on the sustainability of professional development outcomes. Additionally, it was found that principal support and collegial support are particularly important to teachers in sustaining science instruction. Finally, the study found that variations in school context also influence the extent to which state-level factors affect teachers’ decisions about science instruction.
Updated: Mar. 11, 2018
This study aims to examine relationships between preservice teachers’ science self-efficacy beliefs and science content knowledge in the context of a specialized physics course designed for elementary preservice teachers. The findings indicated statistically significant gains in participants’ science self-efficacy beliefs and science conceptual understandings. Furthermore, it was found that there was a positive moderate relationship between gains in science conceptual understandings and gains in personal science teaching efficacy beliefs. These results strongly suggest positive changes in participants' science self-efficacy beliefs. In addition, participants felt confident in the science content learned in the course and felt comfortable teaching it.
Updated: Feb. 13, 2018
In this case study, the authors examine the ways in which one Asian immigrant teacher’s beliefs, experiences, understanding of his students, and school setting influenced his instructional decisions. The findings reveal that immigrant teachers must be learners, too, and they must recognize and negotiate the unique social understandings students from other cultures bring to the classroom. The findings suggest the participant is thoughtful about his practice and that he believes he knows what is best for immigrant students. His beliefs stem from his personal experiences as an immigrant student and this helps him shape how he teaches. He expects his students to work as hard as he did, and he provides them with the same highly structured learning environment that worked for him, both in Vietnam and in the USA. He believes if his students meet his high expectations they will become active and productive citizens.
Updated: Feb. 06, 2018