The challenges of teaching physics to preservice elementary teachers: Orientations of the professor, teaching assistant, and students

Volkmann, Mark J.; Abell, Sandra K.; Zgagacz, Marta

doi:10.1002/sce.20077

Cited by 38 publications

(31 citation statements)

References 14 publications

(23 reference statements)

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“…It is known that teaching at the university level was essentially run didactically in contrast to the constructivist instructions. If learning through constructivist instructions is to be realized in today's schools, university physics and pedagogy courses must be run in such a way that STs could live through it [15]. But inconsistencies between teacher educators' discourses or expectations and their practices in our TEP and physics teachers tend to teach as they were taught [34] may cause STs to fail in the internalization of constructivist teaching [32].…”

Section: Discussionmentioning

confidence: 99%

“…This is because the orientations cover also the emotional and general school objectives and a teacher may have more than one orientation bearing the core and peripheral objectives in mind. But in literature a number of researchers (15)(16)(17) used these categories as a quick fix and they chose to report only the orientation they thought dominant even if participants held characteristics of multiple orientations [18].…”

Section: Literature Reviewmentioning

confidence: 99%

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Describing Physics Student Teachers' Orientations through Lesson Planning

Karal¹

2017

ujer

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Recent educational reforms realized in teacher education programs (TEPs) and secondary physics syllabus were aimed at placing the learning and teaching approaches in a constructivist framework. For this reason, student teachers in pre-service TEPs are expected to develop orientations adopting student-centred teaching approaches. The purpose of this study was to describe physics student teachers' science teaching orientations which can be defined as the general patterns of thought and behaviour related to physics teaching and learning. This case study explores 39 physics student teachers' orientations through lesson planning in their last academic term of TEP in the faculty of education. Student teachers' detailed lesson plans on a subject from secondary physics syllabus were used as data source and the data were analysed using content analysis to describe the participants' orientations. Findings show that more than half of the student teachers displayed student-centred orientations, clustered especially around activity-driven type of orientation; however some of them expressed their concerns about applicability of their lesson plans in inappropriate school environments and contexts.

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Section: Discussionmentioning

confidence: 99%

Section: Literature Reviewmentioning

confidence: 99%

Describing Physics Student Teachers' Orientations through Lesson Planning

Karal¹

2017

ujer

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“…These orientations utilize instructional characteristics that are always apparent and observable (p. 101) and are specific to science education. Friedrichsen and Dana (2005) and Volkmann, Abell, and Zgagacz (2005) provide a concise overview and help establish a level of construct validity of these science-teaching orientations.…”

Section: Methods Used To Explore the Two Continuamentioning

confidence: 99%

Scientists' teaching orientations in the context of teacher professional development

Schuster

Carlsen

2008

Science Education

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During the past decade science educators have taken steps to identify seminal structures and approaches of science teacher professional development. This literature, which is increasingly informing how and in which contexts professional developers design and implement programs, states that scientists' divergent research interests and knowledge about K-12 science teachers often limit their involvement in these programs. Conversely, concerns persist that there is very little empirical evidence to support these programmatic recommendations made by the science education literature. This embedded case study was bounded by the contextual similarities between seven professional development workshops with the goal of examining the relationship between scientists' views of teachers as professionals and the pedagogical orientations that the scientists used within these professional development contexts. Multiple methods were employed including systematic classroom observation by nine trained observers, as well as analysis of course materials, interviews, and questionnaires. Altogether, the teacher comments and observation data paint a picture of how the instructors implemented specific pedagogical orientations. Participants appear to have realistic views about the practical roles that research scientists can play in professional Correspondence to: Dwight A. Schuster;

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“…The review of literature also showed that a number of studies were conducted on the student teachers studying in the pre-service (Gitlin et al, 1999;Haefner, 2004;Joram, 2007;Newman et al, 2004;Richardson & Liang, 2008;Van der Linden et al, 2012) and elementary (Volkmann, Abell & Zgagacz, 2005) and secondary science teacher education programs (Crawford, Zembal-Saul, Munford, & Friedrichsen, 2005) and with the student teachers studying history (Pendry and Husbands, 2000), geography (Spronken-Smith et al, 2008), chemistry and biology (Sozbilir, 2007), and science (Demir & Abell, 2010).…”

Section: Inquiry In Teacher Educationmentioning

confidence: 99%