Search results for: Secondary school teachers
Page 3/11 101 items
The Impact of a Novel Curriculum on Secondary Biology Teachers’ Dispositions Toward Using Authentic Data and Media in Their Human Impact and Ecology Lessons
The study examines how implementation of a real-world data and media-centered human impact curriculum influenced teacher dispositions toward using data and media in their ecology and human impact lesson plans. It explores how integration of these elements shapes teachers’ lesson plans. The findings show that this curriculum implementation positively affected teachers’ dispositions to use data analysis and media about scientific research to explain how people impact ecological function. Furthermore prior to the curriculum implementation, many teacher lesson plans focused on the general theme that people harm the environment. The curriculum gave teachers cases of data and media examples that helped them specify the particular ways people cause ecological harm.
Updated: May. 29, 2016
The purpose of the study was to explore five science secondary preservice teachers’ intentions for teaching writing and their experience with the unit of study approach while writing a scientific genre. The study sought to understand how preservice teachers applied the unit of study in the field of science. The participants experienced the unit of study from the stance of a learner, with opportunities to reflect on the assignment from the stance of a teacher. This allowed them to learn more about scientific writing and to develop competence in an instructional approach they could utilize in their future teaching. This study suggests that preservice teachers need explicit conversations about their intentions for teaching writing. Teacher educators need to help preservice teachers view themselves as teachers with expert knowledge of how to write in science.
Updated: Apr. 05, 2016
This study explored how teachers’ functionality as scientists developed and aspects of their experiences that were important to their development as scientists. These results suggest that a teachers’ background before participating in a Research Experiences for Teachers program does not determine whether a teacher will reach high scientific functionality or not. Furthermore, teachers within the high science functionality group adjusted to open-ended environment, transitioned from a guided experience to freedom, felt useful in the laboratory, and were self-motivated. In contrast, the low science functionality group did not have a true research project, primarily focused on teaching aspect, and did not display a transition of responsibilities.
Updated: Mar. 15, 2016
This study explored how the initial concerns of preservice teachers changed over the course of a 1-year secondary school teacher training program in New Zealand. It also examined those concerns as they related to teaching efficacy and experiences on practicum. The findings reveal that students develop a more differentiated set of concerns about teaching as they gain classroom experience and their concerns become more realistic with that experience. The results also indicated that teaching efficacy and teaching concerns are not identical or interchangeable but instead have a reciprocal relationship. As teaching efficacy increased, concerns about teaching decreased.
Updated: Dec. 22, 2015
The goal of this article is to examine preservice teachers’ perceptions of their learning and teaching experiences in a mentor’s classroom during a year-long field-based placement in a high-need urban school. In addition, the authors sought to examine how the experiences contributed to their professional growth and development as future teachers. The findings indicate that preservice teachers placed in a year-long residency with a supportive mentor experienced a pedagogical fulcrum as they gained confidence while balancing their course learning, authentic involvement in the classroom, and praxis. Additionally, they navigated the tributaries of professionalism as they transitioned from student to educator. The findings suggest that preservice teachers benefited from mentors who were able to help them implement their course learning, and explained the nuances of their pedagogical approaches.
Updated: Dec. 16, 2015
Exploring the Written Dialogues of Two First-Year Secondary Science Teachers in an Online Mentoring Program
The purpose of this study was to investigate the changes and learning processes beginning science teachers made in their online mentoring experiences, specifically when written dialogues were used as the primary modes of communication between mentors and mentees. The results reveal that the two pairs of mentee–mentors showed different participation patterns that affected the intensity of the creation of new realities, and affected whether the mentees tried/vetted new teaching practices suggested by their mentors. However, the two beginning science teachers shared teaching practices they had learned during their teacher education programs, and discussed how these practices were different from those currently in use by more experienced teachers at their schools.
Updated: Dec. 15, 2015
Responding to Teacher Shortages: Relationships among Mobility Experiences, Attitudes, and Intentions of Dutch Teachers
This study examines how the experience with mobility and the attitude towards mobility of Dutch secondary school teachers shape their intentions to be mobile. The findings reveal that attitudes towards mobility were linked to past experience with mobility and there is a strong relationship between the attitude towards mobility and the intention to be mobile.
Updated: Dec. 07, 2015
This article reveals how the art device of trompe l’oeil provided a way of thinking about the induction and mentoring experiences of beginning teachers. Both the trompe l’oeil art device and the theoretical lens illuminated the reframing of the participants’ initial understandings of mentor relationships to gain a different perspective on their early professional lives.
Updated: Jul. 07, 2015
Thinking through Practice: Exploring Ways of Knowing, Understanding and Representing the Complexity of Teaching
In this article, the author presents the foundations of a research programme developing an understanding of teaching practice in secondary visual arts classrooms. The data reveal that core practices of visual arts teaching were evident, in relation to instructional methods, selection and use of resources, in the focus of programming and in approaches to relationships with colleagues and with students. The author has developed four propositions that provide the basis of a practice-based approach to teacher education.
Updated: May. 25, 2015
Getting “Up to Code”: Preparing for and Confronting Challenges when Teaching for Social Justice in Standards-Based Classrooms
This article presents the results of a recent qualitative study examining how P–12 teachers enact their visions of teaching for social justice through curricular and pedagogical practices that meet, and often exceed, local accountability mandates. The teachers in this study were able to effectively enact their social justice visions through ambitious, standards-based practice. Their curriculum was broad and deep, reflected best practices in teaching ELA, and prepared students to meet state and district accountability mandates. However, teachers also reported challenges imposed by restrictive curricular policies, resistance from students and colleagues, inadequate preparation and support, and insufficient resources.
Updated: May. 11, 2015