MOFET ITEC - Search Results

ITEC Home The MOFET Institute Home Page Home Page
Trends in Teacher Education Assessment & Evaluation Beginning Teachers Instruction in Teacher Training Professional Development ICT & Teaching Research Methods Multiculturalism & Diversity Preservice Teachers Theories & Approaches Teacher Education Programs Mentoring & Supervision Teacher Educators

Search Results for 'Science teachers' (Keyword)
109 items found 1 / 11 Go to page 
1 2 3 4 5 6 7 8 9 10
1   |   From section ICT & Teaching
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.
Publication Year: 2016    |    Updated in ITEC: September 19, 2017
2   |   From section Teacher Education Programs
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.
Publication Year: 2015    |    Updated in ITEC: September 6, 2017
3   |   From section Beginning Teachers
Investigating the Social Interactions of Beginning Teachers Using a Video Annotation Tool
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.
Publication Year: 2015    |    Updated in ITEC: August 29, 2017
4   |   From section Theories & Approaches
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.
Publication Year: 2017    |    Updated in ITEC: July 2, 2017
5   |   From section Instruction in Teacher Training
Using Excel in Teacher Education for Sustainability
The purpose of this study is to demonstrate the feasibility of using Ms Excel in teaching whole Basic Statistics Course to pre-service elementary science teachers and then to show the effects of this treatment on pre-service teachers' attitudes towards statistics. This study demonstrated that using Excel in Teacher Education in Statistics Course is feasible in most topics. Furthermore, the capabilities, accessibility and practicality of Excel program in teaching most basic statistics course topics to pre-service science teachers were demonstrated. This study showed that using Excel applications and homework assignments and class presentations in Teacher Education in Statistics Course improved attitudes towards statistics in the experiment group more than the control group.
Publication Year: 2016    |    Updated in ITEC: June 11, 2017
6   |   From section Teacher Education Programs
Pre-service Teachers’ Science Teaching Self-efficacy Beliefs: The Influence of a Collaborative Peer Microteaching Program
This study aimed to explore the nature of changes in pre-service science teachers’ (PSTs’) self-efficacy beliefs toward science teaching through a mixed-methods approach. The findings revealed that microteaching sessions provided pre-service teachers experiences in a controlled and supportive environment. The microteaching process also provided vicarious experiences to the PSTs through observation of teaching performance of teammates and other participants. The a collaborative peer microteaching (Cope-M) process created a practice of discussion-based and supportive teaching to shift the PSTs’ teaching practice to a more robust understanding. Furthermore, the findings suggested that the level of self-efficacy beliefs toward science teaching were positively affected by the Cope-M and were affected slightly negatively after early field experiences.
Publication Year: 2016    |    Updated in ITEC: March 8, 2017
7   |   From section Instruction in Teacher Training
Promoting Shifts in Preservice Science Teachers’ Thinking through Teaching and Action Research in Informal Science Settings
This study aimed to investigate the influence of an integrated experiential learning and action research project on preservice science teachers’ developing ideas about science teaching, learning, and action research itself. The data indicated that all participants gained enhanced understandings of children as diverse learners and the importance of prior knowledge in science learning. Shifts in thinking were observed for two of the in-depth case study students, while one, showed little change.
Publication Year: 2013    |    Updated in ITEC: February 26, 2017
8   |   From section Preservice Teachers
Authentic Science Apprenticeship for In-service Science Teachers: Participant Experiences, Reflections, Cognitive and Affective Outcomes, and Connections to Practice
This study aimed to explore professional development participants’ individual and collective experiences, thoughts, reflections and evolving beliefs, attitudes and knowledge within the context of a two-week summer research apprenticeship program for secondary science teachers. The findings reveal that four profiles of teachers emerged based on their type and level of involvement in the science laboratory in which they were placed. The analysis of data indicated that teachers from all four profiles enjoyed their laboratory experiences. Throughout their PD journey, participants, gained a better understanding of science as a discipline and its core practices, and in doing so gained an improved level of scientific literacy, which based on their own account, would impact their teaching.
Publication Year: 2014    |    Updated in ITEC: October 4, 2016
9   |   From section Instruction in Teacher Training
Preservice Science Teachers’ Uses of Inscriptions in Science Teaching
This study investigated preservice science teachers’ use of inscriptions in their peer teaching lessons. The results indicate that they used different kinds of inscriptions for a wide range of purposes, both pedagogical and normative, and the level of abstractness of inscriptions used varied across different science sub-disciplines. The finding demonstrated that preservice teachers have multiple purposes when using inscriptions and that their purposes differ from scientists’ purposes. Preservice teachers use inscriptions to help students conceptually understand science and to communicate students’ understanding of science for themselves and others. This study indicates that inscriptions and their relation to the discourse and practices of science are critically important as an area of emphasis in preparing preservice teachers.
Publication Year: 2013    |    Updated in ITEC: October 4, 2016
10   |   From section Preservice Teachers
The Quality of Pre-service Science Teachers’ Argumentation: Influence of Content Knowledge
The current study examined the possible relationship between pre-service science teachers’ (PSTs) lines of argument regarding genetic cloning issues and their knowledge of the related content. The findings revealed that there is not a significant relationship between the quality of socio-scientific argumentation among PSTs and their knowledge of content in the domain of cloning.
Publication Year: 2014    |    Updated in ITEC: May 4, 2016
1 2 3 4 5 6 7 8 9 10



Show