Search results for: Science teachers
Page 9/13 126 items
Experienced Secondary Science Teachers' Perceptions of Effective Professional Development While Pursuing National Board Certification
The purpose of this study was to explore science teacher perceptions regarding the most effective professional learning opportunities. This descriptive study surveyed 118 candidates for National Board certification in Adolescent and Young Adult Science from 42 states about their professional learning experiences. Candidates' self‐reports reveal that developing science curriculum, reading scientific literature, and pursuing National Board certification are the three most productive approaches to professional development while education courses and in‐service workshops were identified as least effective.
Updated: Aug. 30, 2012
Discourse Communities: A Framework from which to Consider Professional Development for Rural Teachers of Science and Mathematics
This article examines aspects of professional development for teachers of science and mathematics in schools in rural Australia. The study identified that rural teachers and principals were strongly focused on teacher PD. In addition, secondary school subject teachers' needs were only partly met by community of practice PD approaches. Finally, it was found that a range of rural context factors limited PD opportunities for subject- based secondary teachers.
Updated: Jun. 26, 2012
The purpose of this article is to describe the authors' iterative design work in teacher education around one authentic scientific practice—namely, the practice of scientific modeling. The authors describe their instructional designs, which they have incorporated into three different teacher education programs, and they present their struggles and successes with the students in these programs, who are tomorrow’s teachers.
Updated: Jun. 18, 2012
Science Teacher Learning Progressions: A Review of Science Teachers’ Pedagogical Content Knowledge Development
This review examines the research on science teachers’ pedagogical content knowledge (PCK) in order to refine ideas about science teacher learning progressions and how to support them.
Updated: Apr. 24, 2012
Changes in Preservice Elementary Teachers’ Personal Science Teaching Efficacy and Science Teaching Outcome Expectancies: The Influence of Context
The current study explored contextual changes in perceptions of science teaching self-efficacy through pre-, post- and retrospective administrations of the Science Teaching Expectancy Belief Instrument (STEBI-B). Findings revealed that the number of postsecondary science courses completed, and prior school science experiences had a significant main effect on personal science teaching efficacy (PSTE) but not science teaching outcome expectancy (STOE).
Updated: Apr. 22, 2012
This article emphasizes features of Internet literacy practices that preservice mathematics and science teachers found compelling and important for their pupils’ learning. 24 mathematics and science preservice teachers (PSTs) conducted a scaffolded investigation into the literacy practices of pupils in their practicum placements. These investigations clearly demonstrated to PSTs that Internet literacies create new demands on comprehension strategies that are in some ways similar to traditional literacies but in many respects go beyond them.
Updated: Apr. 22, 2012
Making Sure What You See is What You Get: Digital Video Technology and the Preparation of Teachers of Elementary Science
The purpose of this paper is to identify the challenges and discuss the opportunities of incorporating digital video technology into the research on preservice science teacher education. The authors conclude that the incorporation of digital video technology and coding software packages into research focused on improving the quality of science teacher education provides a number of methodological advantages for researchers and numerous benefits for preservice education faculty and students. However, the use of digital video research methods can pose serious threats to the validity of any investigation. The article also discusses future directions for DVT applications.
Updated: Jan. 16, 2012
Understanding Affordances and Challenges of Three Types of Video for Teacher Professional Development
In this article, the authors examined the affordances and challenges of three types of video - published video, teacher's own video, and peers’ video- when they were used in a Problem-Based Learning professional development program. It was found that teachers learned from watching video multiple times and discussing video with peers. The authors conclude that PBL can be a promising discourse structure for guiding video-based discussion.
Updated: Dec. 06, 2011
Ambitious Pedagogy by Novice Teachers: Who Benefits From Tool-Supported Collaborative Inquiry into Practice and Why?
In this article, the authors tested the hypothesis that first-year teachers could take up forms of ambitious pedagogy under the following conditions: 1) that reform-based practices introduced in teacher preparation would be the focus of collaborative inquiry throughout the first year of teaching, 2) that participants use analyses of their students’ work as the basis of critique and change in practice, and 3) that special tools be employed that help participants hypothesize about relationships between instruction and student performance. Eleven secondary science teachers engaged in tool-supported collegial analysis of their students’ work over two years, spanning pre-service and in-service contexts.
Updated: Oct. 27, 2011
Reflective Practice in an Online Literacy Course: Lessons Learned from Attempts to Fuse Reading and Science Instruction
The researchers were interested in a prospective science teacher’s reflections on the feedback she received from the course instructors. Furthermore, the researchers were interested to examine how her struggle to make sense of an online content literacy course caused the researchers to reflect on several contradictory discourses in the online course that needed addressing before offering it in subsequent semesters. Implications derived from the study’s findings for literacy educators point to the value of collaborating with colleagues in schools of teacher education who have expertise in teaching their specific discipline’s content.
Updated: Oct. 10, 2011