Influencing Intended Teaching Practice: Exploring pre-service teachers’ perceptions of science teaching resources

Cooper, Grant; Kenny, John; Fraser, Sharon

doi:10.1080/09500693.2012.698762

Cited by 13 publications

(5 citation statements)

References 18 publications

(29 reference statements)

Supporting

Mentioning

Contrasting

Order By: Relevance

“…That combined with the unit we did gave me enough confidence. (Rosemary-UTAS) Others noted exposure to exemplary resources during their course, such as Primary Connections, was very beneficial, which is consistent with other research (Appleton, 2003;Cooper, Kenny & Fraser, 2012):…”

Section: Utas Data Analysis -An Exploration Of the Enduring Effect Ofsupporting

confidence: 70%

Science Teacher Education Partnerships with Schools (STEPS): Partnerships in science teacher education

Kenny

Hobbs²,

Herbert³

et al. 2014

AJTE

View full text Add to dashboard Cite

Section: Utas Data Analysis -An Exploration Of the Enduring Effect Ofsupporting

confidence: 70%

Science Teacher Education Partnerships with Schools (STEPS): Partnerships in science teacher education

Kenny

Hobbs²,

Herbert³

et al. 2014

AJTE

View full text Add to dashboard Cite

“…Quantitative data collection was employed to allow a more formal and standardised comparison within and between the education and outreach populations, and to produce a data set generalisable to the larger population. Online surveys are becoming a common research method in different fields of the social sciences (Raymond, Lee, Fielding & Blank, 2008) and the science education research field is no exception (Cooper, Kenny & Fraser, 2012). Two main advantages are highlighted in the literature.…”

Section: Methodsmentioning

confidence: 99%

Constructivism in the third space: challenging pedagogical perceptions of science outreach and science education

McCauley

Gomes

Davison

2017

International Journal of Science Education, Part B

View full text Add to dashboard Cite

Informal opportunities for young people to engage with science have increased in response to declining uptake in science and a shortage of science graduates. This paper is set in the context of the recent introduction of science at primary level in Ireland and the existence of a great number of science outreach programmes, in particular from universities to support this sector. The recent movement to change science pedagogy in schools towards a focus on inquiry and constructivist methods commands discussion around pedagogical practice in both spaces (education and outreach). Building on the authors' research which embraced a qualitative approach to ascertain participant perception of constructivism and understanding of conceptual and pedagogical dilemmas within science education, this paper reports a singularly quantitative insight, carried out in parallel, to facilitate a more formal and standardised comparison within and between populations and to allow generalisation to the larger population. A Constructivist Learning Environment (CLES) survey of both primary teachers (N=148) and science outreach practitioners (N=81) in Ireland was conducted, eliciting multiple dimension perceptions, in terms of pedagogical choice and comparative differentiators regarding sex, school size, outreach frequency in the classroom, role of outreach practitioner within their institution, outreach experience of the outreach practitioner. Results challenge beliefs presented in the literature about a deficit of science pedagogy amongst primary level teachers and therefore questions the role of science outreach in this relationship. This study provokes the necessity for a discussion of the third space, arising from the juxtaposition between science outreach and education.

show abstract

“…At the same time, the TPB model has also been deployed to a possibly holistic extent within the field of studies on education. The model highlights the linkage of the instructional intentions of the prospective science teachers with their awareness and experience of science in their educational studies ( Cooper et al, 2012 ). It is also used to predict teacher behavior, such as teacher development ( Dunn et al, 2018 ), teacher entrepreneurship ( Yang and Zhao, 2019 ), and technology-enabled learning ( Watson and Rockinson-Szapkiw, 2021 ), all being intention-specific.…”

Section: Theoretical Background and Hypothesis Developmentmentioning

confidence: 99%

The impact of students’ mathematical attitudes on intentions, behavioral engagement, and mathematical performance in the China’s context

2022

View full text Add to dashboard Cite

Referring to the theory of planned behavior (TPB), this study intends to investigate the impact of students’ mathematical attitude determinants (i.e., attitude, subjective norms, and perceived behavioral control) on intentions, behavioral engagement, and mathematical performance. The data collected online in China’s context and the research hypotheses are developed and then tested through structural equation modeling. It is found that attitude and subjective norms have effects, directly or indirectly, on intentions, behavioral engagement, and mathematical performance. In addition, the intentions have a significant effect on behavioral engagement, and behavioral engagement does likewise on mathematical performance. It has also been accepted that perceived behavioral control is not directly related to intentions but largely to behavior and indirectly to mathematical performance through behavior alone. In conclusion, this study’s findings will contribute to the current literature on mathematical performance and will also inform the policymakers of the proposal on students’ mathematics belief and attitude interventions as a means to improving students’ mathematical performance.

show abstract

Influencing Intended Teaching Practice: Exploring pre-service teachers’ perceptions of science teaching resources

Cited by 13 publications

References 18 publications

Science Teacher Education Partnerships with Schools (STEPS): Partnerships in science teacher education

Science Teacher Education Partnerships with Schools (STEPS): Partnerships in science teacher education

Constructivism in the third space: challenging pedagogical perceptions of science outreach and science education

The impact of students’ mathematical attitudes on intentions, behavioral engagement, and mathematical performance in the China’s context

Contact Info

Product

Resources

About