Search results for: Golan Duncan Ravit
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The authors examined shifts in secondary preservice teachers’ belief orientations as they progressed through a science methods course. The authors found that overall many of the preservice teachers progressed in their orientation beliefs from a teacher-centered orientation to more student-centered orientation. The authors characterized four trajectories of change or clusters that describe how preservice teachers’ beliefs changed over the course of the semester. The authors also describe the different ways in which preservice teachers reacted to specific instructional activities, and how those activities influenced their belief orientation.
Updated: May. 29, 2013
Development of Preservice Teachers’ Ability to Critique and Adapt Inquiry-based Instructional Materials
The authors argue that teacher education programs can provide scaffolded contexts for developing teachers’ ability to critique, adapt, and design inquiry-based materials. In this paper, the authors describe a qualitative study of 17 preservice teachers enrolled in two consecutive science methods courses at a large public university on the east coast. The findings suggest that teachers improved in their ability to critique lesson plans and to suggest revisions that would make them more inquiry oriented.
Updated: Aug. 29, 2010