Search results for: Science teachers
Page 5/13 126 items
Educational Policy or Practice? Traversing the Conceptual Divide between Subject Knowledge, Pedagogy and Teacher Identity in England
This article is framed by concerns about recent UK Government policy regarding the training of mathematics and science teachers in England. It discusses how two cohorts of pre-service teachers negotiated the development of a professional identity while undertaking subject-specific training. The authors take the concept of ‘participation in communities of practice’ as a departure point to explore how trainees demonstrate their development of professional identities as chemistry, maths or physics teachers.
Updated: Jun. 07, 2015
This study explores changes over time in assessment strategies and identifies variables that facilitate that change by examining assessment practices of secondary teacher candidates enrolled in a one-year postbaccalaureate teacher education program that prepares candidates for teaching in rural and urban settings in Alaska. There was a change in emphasis and range of assessment strategies between the first and second semester of the teacher education program. The extent of change varied between rural and urban candidates indicating a need for more attention to the specifics of rural education. The variables that changed candidates’ emphasis and range of assessment strategies the most included mentor teachers, field experiences inclusive of unit planning, and the university coursework.
Updated: May. 04, 2015
Adopting an Online Curriculum Planning Tool: Facilitation for Teachers’ Thinking about Student-Centered Pedagogy and Technology Integration
This study analyzed the impact of a year-long adoption of an online curriculum planning tool on teachers’ thinking about content and pedagogy, as well as their use of technology in the classroom. Results showed that teachers increased their discussion of constructive pedagogical strategies and reduced the degree to which they focused on directed uses of technology. Overall, findings demonstrate teachers’ adoption of an online curriculum planning tool in a supported context can have important impacts on their instructional approaches.
Updated: Feb. 17, 2015
Structured Communities, Science Instruction Development, And The Use Of Blogging In A Pre-Service Elementary Teacher Education Program
This article is intended to address, evaluate and encourage the use of blogging amongst pre-service teachers specifically focused on science teacher education. This appraisal was conducted by looking at the activity and the experiences of the pre-service teachers, and the role that blogging played in their interactions and growth as pedagogues. The project reveals that blogging can be a useful as a tool in pre-service education because the practices and thought processes of PSTs are revealed and shared beyond face-to-face interactions.
Updated: Feb. 17, 2015
The goal of this article is to report on the challenges the authors faced in designing an instrument aimed at measuring pre-service science teachers’ topic-specific pedagogical content knowledge (PCK(. The discussion focuses on the implications of the aforementioned PCK assessment tool for enhancing pre-service science teachers’ topic-specific PCK and the challenges associated with measuring and enhancing pre-service science teachers’ PCK. Furthermore, the discussion focuses on the ways in which science-teacher educators can engage in transforming the concept of PCK and its use for research and professional development.
Updated: Dec. 23, 2014
What about Language While Equitably Assessing Science?: Case Studies of Preservice Teachers’ Evolving Expertise
The goal of this article was to explore the ways in which language played a role in the teachers’ evolving expertise and enactment of equitable science assessment. The findings revealed that the teachers became more knowledgeable about the role of language in assessment and incorporated scientific discourse while assessing in their teaching practicum. Yet, the teachers did not adopt a permanent and individualized stance toward how to address language while assessing, instead straddling opposing decisions. The author referred to this straddling as a “tension.” Two tensions emerged.
Updated: Nov. 04, 2014
The purpose of THIS study was to examine preservice teachers’ perceptions about their experiences in the Teaching Residency Program for Critical Shortage Areas program. This program designed to address teacher shortages in mathematics and science in high-need schools. Three themes emerged from the data analysis: (a) the residency framework, (b) a relevant curriculum, and (c) immersion in an authentic school context.
Updated: Sep. 22, 2014
This article reports on the evaluation of a model for assessment of content knowledge used by researchers in the Problem-Based Learning (PBL) Project for Teachers of Science. These assessment strategy and scoring methodology result in scores for each teacher about the quality of their understanding of each Big Idea before and after PD. The compilation of scores by teacher facilitates assessment of the strength of teachers’ incoming knowledge and changes in their knowledge both in terms of number of Big Ideas and the clarity, accuracy, and completeness of that use. The assessment strategy offers advantages and limitations of this method.
Updated: Jul. 23, 2014
The purpose of this research was to examine the resilience building process in four novice secondary science teachers in order to understand how and why some novice science teachers remain in the profession while others choose to leave. The results of this study suggest that the interaction between stressors and protective factors constitute the primary force of the resilience process and stimulate responses to help counteract negative effects of stress. Underlying the success of the four novice teachers in this study is the notion that their resilience stems from their ability to revise protective factors in order to address changing stressors. Finally, it can be reasoned that resilience can be fostered in novice teachers as a means to encourage teacher retention.
Updated: Jul. 15, 2014
The purpose of this article is to offer the validity and reliability evidence for teacher science content assessments developed as part of the Diagnostic Teacher Assessments of Mathematics and Science (DTAMS) project. It was found that validity was strengthened by systematic synthesis of relevant documents, extensive use of external reviewers, and field tests with 900 teachers during assessment development process. The subsequent results from 4,400 teachers, analyzed with Rasch IRT modeling techniques, offer construct and concurrent validity evidence.
Updated: May. 18, 2014