“It’s a lesson with no correct answer”: design issues in preservice teachers’ use of history of science for lesson planning

Park, Wonyong; Erduran, Sibel; Song, Jinwoong; Kim, Minchul

doi:10.1080/09500693.2022.2154132

Cited by 3 publications

(1 citation statement)

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“…Collaborative planning has been shown to enhance teachers' professional development by allowing them to share knowledge and skills related to lesson planning (Voogt et al, 2015). This is especially helpful for novice teachers and those using unfamiliar teaching approaches (Park et al, 2022).…”

Section: Discussionmentioning

confidence: 99%

Examining Philology Teachers’ Lesson Planning Competencies in Vietnam

Pham,

Thi Le,

Thi Doan

et al. 2023

IJLTER

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Planning lessons is an essential responsibility for any competent teacher. This study focuses on examining Vietnamese Philology teachers’ competencies in developing lesson plans. We employ a quantitative research approach by surveying 1,001 primary, lower secondary and upper secondary teachers in different provinces and cities in Vietnam. The results show that teachers spend a significant amount of time developing their lesson plans and they normally prepare their lesson plans one to two weeks before teaching in the classroom. They usually collaborate with their colleagues to develop lesson plans. Textbooks, teacher books, and materials from the internet are the main resources they use to design their lesson plans. They encounter many difficulties in the lesson planning processes, such as large class sizes, new curricula, and new textbooks Training and retraining of teachers are essential for developing appropriate lesson plans.

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Section: Discussionmentioning

confidence: 99%

Examining Philology Teachers’ Lesson Planning Competencies in Vietnam

Pham,

Thi Le,

Thi Doan

et al. 2023

IJLTER

View full text Add to dashboard Cite

show abstract

Mozambican Preservice Chemistry Teachers’ Performance when Analysing Textbook Analogies About the Atom

Arão,

Leite,

Nhalevilo

2023

Sci & Educ

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First-Year Teacher Education Students’ Epistemological Beliefs About Science and History: Domain-Specific Profiles and Relationships

Korom,

Nagy,

Majkić

2023

Sci & Educ

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This study investigates the developmental levels of epistemological beliefs (EBs) about science and history among first-year teacher trainees (n = 146) through domain-specific questionnaires. A between-person analysis was used to examine the effect of academic studies and gender differences. Further, we employed a person-centred approach, k-means cluster analysis, to identify EB profiles for both domains. The results show that the impact of academic studies is greater on discipline-specific epistemological beliefs in history than in science, while the effect of gender is not significant in either area. We identified three EB profiles for both domains and found a significant positive correlation between the domain-specific EB profiles. A quarter of student teachers have a sophisticated profile in both science and history. Our research confirms the approach that individuals’ domain-specific epistemological beliefs develop in relation to domain-general beliefs. The results, in addition to contributing to a better understanding of the development of epistemological beliefs, also carry important implications for teacher education.

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“It’s a lesson with no correct answer”: design issues in preservice teachers’ use of history of science for lesson planning

Cited by 3 publications

References 50 publications

Examining Philology Teachers’ Lesson Planning Competencies in Vietnam

Examining Philology Teachers’ Lesson Planning Competencies in Vietnam

Mozambican Preservice Chemistry Teachers’ Performance when Analysing Textbook Analogies About the Atom

First-Year Teacher Education Students’ Epistemological Beliefs About Science and History: Domain-Specific Profiles and Relationships

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