Preparing secondary teachers to study science teaching

This research explored the impact of the COVID-19 crisis school closures on teaching and learning of science, with a focus on practical activities. In Ireland, practical activities and investigations are a curricular requirement. Findings from a survey carried out with primary and secondary teachers indicated the negative impact of the school closures on science learning and decreased facilitation of practical activities. Teachers reported a variety of barriers to student access and engagement, including lack of resources and technology in the home. This study highlights the risk that the COVID-19 school closures may increase pre-existing inequalities in science learning in Ireland.

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LAS EMOCIONES QUE EXPERIMENTABAN LOS FUTUROS PROFESORES DE SECUNDARIA EN EL APRENDIZAJE DE LAS CIENCIAS

International Journal of Developmental and Educational Psychology Revista INFAD de psicología ◽

10.17060/ijodaep.2014.n1.v4.612 ◽

2016 ◽

Vol 4 (1) ◽

pp. 271

Author(s):

Ana Belén Borrachero Cortés ◽

Mª Antonia Dávila Acedo ◽

María Brígido Mero ◽

Rosa Gómez del Amo ◽

Lucía Mellado Bermejo

Keyword(s):

Teacher Education ◽

Science Teaching ◽

Secondary Teachers ◽

Prospective Teachers ◽

Positive Emotions ◽

School Experiences ◽

And Mathematics ◽

The University ◽

Mathematics And Physics ◽

Prospective Secondary Teachers

Abstract.EMOTIONS EXPERIENCED BY FUTURE SECONDARY TEACHERS IN SCIENCE LEARNINGAlthough Science Teaching studies are increasingly taking emotions into account, few have dealt with prospective teachers. The present work analyses the emotions aroused in the science of 83 prospective secondary teachers enrolled in the Master’s Course in Teacher Education in Secondary Education at the University of Extremadura, in three specialities: Biology/Geology, Mathematics, and Physics/Chemistry. In general, prospective teachers experienced positive emotions in learning Biology, Geology and Chemistry, and mostly negative emotions towards the content of Physics and Mathematics. For this reason, it is necessary for the education of prospective teachers to include getting them to share their own school experiences, their emotions in teaching science, and how those emotions might influence how they teach and learn science.Keywords: emotions, teacher training, science, Secondary.Resumen.El plano afectivo en los estudios de Didáctica de las Ciencias cada vez cobra mayor importancia, sin embargo son pocos los trabajos dirigidos a los profesores en formación. En este estudio se analizaron las emociones despertadas en el aprendizaje de las ciencias de 83 futuros profesores de Secundaria que cursan el Máster Universitario en Formación del Profesorado en Educación Secundaria de la Universidad de Extremadura en tres especialidades: Biología/Geología, Matemáticas, y Física/Química. En general, los futuros docentes experimentaron emociones positivas en el aprendizaje de la Biología, la Geología y la Química, y mayoritariamente emociones negativas hacia los contenidos de la Física y las Matemáticas. Creemos necesario que los futuros docentes deben reflexionar sobre las experiencias educativas que han generado emociones positivas o negativas y de cómo estas emociones pueden influir en la enseñanza y el aprendizaje de las ciencias.Palabras clave: emociones, formación del profesorado, ciencias, Secundaria.

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Teacher Competency in Competency-Focused Science Teaching in the South Korean Context: Teacher Self-Assessment Instrument Development and Application

Asia-Pacific Science Education ◽

10.1163/23641177-bja10012 ◽

2020 ◽

pp. 1-34

Author(s):

Nam-Hwa Kang ◽

Hunsik Kang ◽

Seungho Maeng ◽

Jongwon Park ◽

Eunyoung Jeong

Keyword(s):

Professional Development ◽

Science Teaching ◽

Secondary Teachers ◽

Science Curriculum ◽

Science Teacher Education ◽

Development Program ◽

Assessment Instrument ◽

Teacher Competence ◽

Self Assessment ◽

Teaching Competence

Abstract The purpose of this study was to examine teachers’ competency in teaching for student competence in science. Drawing on literature on competence and science teacher education, we identified 44 indicators of science teaching competence in relation to the current Korean National Science Curriculum, from which 54 items for teachers’ self-assessment were developed and validated. Through online administration of the self-assessment instrument, responses from 210 primary and secondary teachers were collected. Factor analysis resulted in nine factors across three competence areas. Teacher competence differed across factors. One-way ANOVA analysis revealed that primary teachers indicated significantly higher competence in most aspects of teaching than secondary teachers and that years of teaching was related to professional development methods utilized by teachers. Suggestions for professional development program design and further research topics were discussed.

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