Elementary Teachers' Classroom Practices and Beliefs in Relation to US Science Education Reform: Reflections from within

Thomson, Margareta Maria; Gregory, Bradley C.

doi:10.1080/09500693.2013.791956

Cited by 34 publications

(22 citation statements)

References 29 publications

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“…Direct instruction tends to be typically but misleadingly portrayed as teaching-by-telling with passive reception (Cavanagh, 2004;Schroeder, Scott, Tolson, Huang, & Lee, 2007;Thomson & Gregory, 2013;Wise, 1996). However, we have eschewed any simplistic or absolutist contrasts between direct and inquiry instruction in favor of the more flexible concept of teaching orientations.…”

Section: Science Teaching Approachesmentioning

confidence: 99%

Pedagogy of Science Teaching Tests: Formative assessments of science teaching orientations

Cobern

Schuster

Adams

et al. 2014

International Journal of Science Education

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A critical aspect of teacher education is gaining pedagogical content knowledge of how to teach science for conceptual understanding. Given the time limitations of college methods courses, it is difficult to touch on more than a fraction of the science topics potentially taught across grades K-8, particularly in the context of relevant pedagogies. This research and development work centers on constructing a formative assessment resource to help expose pre-service teachers to a greater number of science topics within teaching episodes using various modes of instruction. To this end, 100 problem-based, science pedagogy assessment items were developed via expert group discussions and pilot testing. Each item contains a classroom vignette followed by response choices carefully crafted to include four basic pedagogies (didactic direct, active direct, guided inquiry, and open inquiry). The brief but numerous items allow a substantial increase in the number of science topics that pre-service students may consider. The intention is that students and teachers will be able to share and discuss particular responses to individual items, or else record their responses to collections of items and thereby create a snapshot profile of their teaching orientations. Subsets of items were piloted with students in pre-service science methods courses, and the quantitative results of student responses were spread sufficiently to suggest that the items can be effective for their intended purpose.

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Section: Science Teaching Approachesmentioning

confidence: 99%

Pedagogy of Science Teaching Tests: Formative assessments of science teaching orientations

Cobern

Schuster

Adams

et al. 2014

International Journal of Science Education

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“…Another definition was given by Ananiadou and Claro [10], who defined competency as a broad concept, consisting of various skills, such as knowledge, skills, etc., to become workers and the 21st century society. In relation to teachers, teacher competency can be seen from three aspects, namely their knowledge, processes, and attitudes as educators [11]; [12]. Referring to the definitions of competency above, then the teacher competency is the ability of a teacher to become an effective educator.…”

Section: Resultsmentioning

confidence: 99%

Enganging Balinese Culture and Technology in Digital Era: A Review to Foster Primary Teachers’ Competencies

Riastini¹,

Widowati²,

Ratnasari³

et al. 2019

Proceedings of the 6th International Conference on Educational Research and Innovation (ICERI 2018)

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Qualified elementary teachers are teachers who have competencies that meet the demands of the 21st century and the industry revolution 4.0. The 21st century competencies are ICT competency, cultural competency, the competency to implement culture-based learning, and personal competence in the form of self-efficacy. One way for developing such competencies in the digital age is by developing a learning resource which integrates Balinese culture with technology. This learning resource helps the elementary teachers to produce a new teaching style in the classroom that can boost their competencies, thereby quality learning that meet the demands of the 21st century can be realized.

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“…Research on participants' involvement in an RET or similar programs has suggested that the program greatly influenced teachers' thinking about teaching science and their teaching strategies (i.e., [15,17,[22][23][24]. Studies also suggested that participants' choices to implement changes in their teaching practices were related to the novelty of the program (i.e., "interest," an emotion) and how much teachers valued the elements of the program (i.e., [2,6,15,16,25]).…”

Section: Study Purposementioning

confidence: 99%

The Role of Emotions in Teachers’ Professional Development: Attending a Research Experience for Teachers (RET) Program

Thomson

Turner

2019

Education Research International

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The current study investigated teachers’ emotions, motivations, and changes to classroom practice as related to their involvement in a 6-week summer professional development (PD) program. Participants (N=67) attended the Research Experience for Teachers (RET) program at a large university in the United States. Overall, study results showed that emotions played an important role in teachers’ engagement in the RET program and triggered changes in teachers’ thinking and implementation of their science teaching practices. Positive correlations were found among teachers’ motivations and emotions about their PD experience, as well as changes to their teaching practices. Interview data provided more depth to understanding participants’ views of their RET experiences.

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Elementary Teachers' Classroom Practices and Beliefs in Relation to US Science Education Reform: Reflections from within

Cited by 34 publications

References 29 publications

Pedagogy of Science Teaching Tests: Formative assessments of science teaching orientations

Pedagogy of Science Teaching Tests: Formative assessments of science teaching orientations

Enganging Balinese Culture and Technology in Digital Era: A Review to Foster Primary Teachers’ Competencies

The Role of Emotions in Teachers’ Professional Development: Attending a Research Experience for Teachers (RET) Program

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