Personal journeys of teachers: an investigation of the development of teacher professional knowledge and skill by expert tertiary chemistry teachers

Lawrie, Gwendolyn; Schultz, Madeleine; Bailey, Chantal; Dargaville, Bronwin

doi:10.1039/c8rp00187a

Cited by 12 publications

(11 citation statements)

References 34 publications

Supporting

Mentioning

Contrasting

Unclassified

Order By: Relevance

“…The characteristics of the specific subject covered play an important role in the variation among teachers' in-class practices before, during and after mentoring (Lawrie, Schultz, Bailey, & Dargaville, 2019). If the related outcomes are not suitable for different display styles, naturally, their classroom practices of them are expected to decrease.…”

Section: Discussionmentioning

confidence: 99%

The Effects of Group Mentoring on Teachers’ Classroom Activities: An Instrumental Case Study

Arslan¹,

Karataş

Ünal

et al. 2022

Participatory Educational Research

View full text Add to dashboard Cite

As the technologies in the field of education are becoming more and more sophisticated, continuous professional development for teachers is gaining increasing importance. Therefore, teachers need to improve themselves to grow more competent professionally, to adapt to innovations in their field and to be aware of their competencies throughout their professional careers. A support for professional development can be given to teachers through in-service training programs or mentoring practices. This study aims to improve chemistry teachers' adaptation to the renewed curriculum with a group mentoring program and to determine the effects of this program on professional development of teachers by individually and as a group. The study group consists of four (three males, one female) chemistry teachers working in the central districts of the province of Trabzon in Turkey. A Course Evaluation Form developed by the researchers was used to examine the effect of the teachers’ mentoring support experiences on their classroom practices. Each teacher was observed before, during and after the mentoring. Every one of the classroom teaching practices was video-recorded. The video recordings were analyzed according to the themes and codes in the course evaluation form. The findings show that there is a change in teachers' in-class practices before, during and after the mentoring, and while this change shows continuous improvement in some cases, it is variable or stationary in some others.

show abstract

Section: Discussionmentioning

confidence: 99%

The Effects of Group Mentoring on Teachers’ Classroom Activities: An Instrumental Case Study

Arslan¹,

Karataş

Ünal

et al. 2022

Participatory Educational Research

View full text Add to dashboard Cite

show abstract

“…Regarding qualification level, only two of the 12 secondary teachers held PhDs in chemistry, while all except one of the 16 tertiary participants had completed this qualification. This level of engagement with research is likely to impact perceptions of ambiguity and uncertainty. , The tertiary group included participants aligned with each of five subdisciplines of chemistry (organic, inorganic, physical, analytical, and biochemistry), which is also likely to impact their orientations to chemistry …”

Section: Methodsmentioning

confidence: 99%

Topics Amenable to a Systems Thinking Approach: Secondary and Tertiary Perspectives

et al. 2021

Self Cite

View full text Add to dashboard Cite

Interest within the chemistry education community in incorporating sustainability into chemistry education has converged on a systems thinking approach, and efforts to implement this are ongoing. One challenge to implementation is the different amenability to systems thinking approaches of topics that are important in chemistry at the secondary–tertiary interface. To identify low-hanging fruit, we developed a repertory grid consisting of five poles mapped to elements of systems thinking. Secondary and tertiary educators completed the grid during workshops, to measure the amenability of 12 chemistry topics that are important in both secondary and tertiary chemistry education to teaching through systems thinking approaches. Three of the 12 topics analyzed were considered highly amenable to systems thinking approaches by both secondary and tertiary participants. The level of teaching experience was found to be most significant in determining a participant’s perception of amenability of topics. The relationship of these topics to the curriculum structure at the secondary and tertiary level is discussed.

show abstract

“…Those resources were supported and developed by later research. Adopting qualitative research method, Lawrie et al (2018) investigated chemistry teachers’ perception of their professional knowledge development with the influencing factors. The results indicated that the development of professional knowledge was built on mentorship, depth of curriculum and content knowledge, depth of teachers’ experience, and purposeful reflection.…”

Section: Literature Reviewmentioning

confidence: 99%

Unpacking the Development of Chinese Preservice English as a Foreign Language Teachers’ Professional Knowledge

et al. 2022

View full text Add to dashboard Cite

Efforts to improve preservice teacher education have recently focused on developing teachers’ adequate pedagogical knowledge (PK), content knowledge (CK), and pedagogical content knowledge (PCK), which are critical elements of teacher’s professional knowledge, and important indicators of preparedness to teach. However, the development of the three knowledge domains of Chinese preservice English as a foreign language (EFL) teachers is surprisingly under-researched. To fill this gap, this study examined the development of the three knowledge domains of a group of Chinese preservice EFL teachers at different stages of a teacher education program. Specifically, it explored the relationship among the three knowledge domains, and the effects of learning opportunities on their development. Findings revealed that preservice EFL teachers at a later stage outperformed those at an earlier stage with regard to PK and PCK. Our findings also suggested that there were positive correlations among PK, CK, and PCK at different stages of the teacher education program. Furthermore, the findings showed that courses on CK, PK, and PCK, and teaching experience significantly influenced preservice EFL teachers’ professional knowledge. However, the role of classroom observation was not significant. Implications for EFL teacher education and future research were also discussed.

show abstract

Personal journeys of teachers: an investigation of the development of teacher professional knowledge and skill by expert tertiary chemistry teachers

Cited by 12 publications

References 34 publications

The Effects of Group Mentoring on Teachers’ Classroom Activities: An Instrumental Case Study

The Effects of Group Mentoring on Teachers’ Classroom Activities: An Instrumental Case Study

Topics Amenable to a Systems Thinking Approach: Secondary and Tertiary Perspectives

Unpacking the Development of Chinese Preservice English as a Foreign Language Teachers’ Professional Knowledge

Contact Info

Product

Resources

About