Search results for: Science teachers
Page 2/13 125 items
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
Enabling Collaboration and Video Assessment: Exposing Trends in Science Preservice Teachers’ Assessments
In this paper, the authors describe a new, free resource for continuous video assessment named YouDemo. This tool enables real time rating of uploaded YouTube videos for use in science, technology, engineering, and mathematics (STEM) education and beyond. The authors discuss the discrepancies between preservice science teachers’ assessments of self- and peer-created videos using the tool. The findings reveal that preservice teachers, who used the YouDemo, engaged in reflection and discussion on a deeper level than traditional means of pedagogical skill building in the classroom. Furthermore, preservice teachers perceived continuous video rating beneficial in enabling video assessment, promoting critical thinking, and increasing engagement the authors found that based on the discrepancies we found in peer and self-evaluations.
Updated: Sep. 18, 2017
Culturally Efficacious Mathematics and Science Teacher Preparation for Working with English Learners
The authors argue that mathematics and science teachers must be culturally efficacious and engage in responsive practices to work effectively with English learners (ELs). They claim that the design of teacher preparation programs plays an integral role in the efficacy development of the teacher. The findings reveal that program and school-context experiences work in tandem to support mathematics and science teachers’ efficacy in working with ELs. The qualitative evidence indicates that these secondary mathematics and science teachers are supported through Accelerated Teacher Education Program (ATEP) to become culturally efficacious. Specifically, for mathematics and science teachers working with ELs, ATEP program sources of efficacy include the cohort model–community of practice.
Updated: Sep. 05, 2017
The current study investigates the use of a digital video annotation tool (VideoANT) used by beginning in-service secondary science and mathematics teachers in the Teacher Induction Network (TIN). It specifically examines the social interactions and potential supports of a VideoANT to promote collaborative interactions toward the development of reflective practices. The intent of VideoANT was to allow teachers to identify elements of their teaching that contribute to their successes and struggles, and elicit feedback from peers that may guide the teacher toward improving their practice. However, the findings reveal that majority of peer commentary praised the practices of these teachers, and commentary that would suggest alternative solutions was less frequent. The authors conclude that explicit supports for teacher discourse in VideoANT are needed.
Updated: Aug. 27, 2017
Multiple Dimensions of Teacher Identity Development from Pre-service to Early Years of Teaching: A Longitudinal Study
This study utilises three dimensions of identity construction (multiplicity vs. unity; social vs. individual; discontinuity vs. continuity) to examine how teachers describe their different roles, how they develop dialogical relations among multiplicity. The findings showed that all participants’ initial identity positions, except one female, have changed, either slightly or radically, during the course of this study. They experienced disequilibrium among different identity positions during the change, which confirms existing research that disequilibrium is considered essential for changes to occur. This study also showed that these teachers’ multiple Identity positions and the conflicts among them are not bounded within the classroom teaching domain or instructional and pedagogical issues.
Updated: Jun. 27, 2017