scholarly journals Drawing the boundary lines of science education

2015 ◽  
Vol 44 (2) ◽  
pp. 219-235 ◽  
Author(s):  
Jonas Hallström
Keyword(s):  
Teacher Education ◽  
Subject Matter ◽  
Boundary Work ◽  
Biology Teacher ◽  
Political Struggle ◽  
Biology Teachers ◽  
Content Type ◽  
Text Interpretation ◽  
Professional Authority ◽  
Teacher Training Colleges

Purpose – The purpose of this paper is to describe and analyze how the Swedish Association of Biology Teachers (ABT) and some other subject associations helped form pre-service biology teacher education in two major Swedish reforms from ca. 1960 to 1990. Design/methodology/approach – The activities of subject associations can be understood as boundary-work since they defend their subject boundaries in terms of content, space in the timetable, and legitimacy. A hermeneutic method of text interpretation is employed in analyzing historical archival and parliamentary material. Findings – The work of the ABT to demarcate their subject in the 1968 and 1988 Teacher Education Reforms may seem like merely defending certain biological items instead of others, in the name of science. However, it was also a professional struggle to assert the importance of the teachers, their jobs, education, knowledge of biology subject matter, and thereby their professional authority and autonomy. The ABT were also caught in a political struggle for their subject throughout the period of investigation. Depending on the political winds of the time they therefore had to ally themselves with or distance themselves from various actors. Originality/value – In comparison with the few other studies of subject associations, this paper is unique in outlining how the ABT acted in relation to teacher education. However, the ways of doing boundary-work were still very similar to those used by subject associations in schools in other countries, especially in acting for increased study time in their respective science subjects as well as their resistance to subject integration. An obvious conclusion regarding teacher education is that subject associations such as the ABT did not contribute to bridging the gap between subject matter and pedagogy but rather the opposite. Biology teacher education was seen as an academic pursuit carried out at universities rather than at the practically oriented teacher training colleges.

scholarly journals Biologilæreres kryssing av kulturgrenser – fra en naturvitenskapelig kultur til en skolekultur

2020 ◽  
Vol 16 (1) ◽  
pp. 52-66
Author(s):  
Mari Sjøberg ◽  
Tone Fredsvik Gregers ◽  
Marianne Ødegaard ◽  
Kristin Glørstad Tsigaridas
Keyword(s):  
Teacher Education ◽  
Nature Of Science ◽  
Teaching Methods ◽  
Biology Education ◽  
Scientific Discourse ◽  
Group Interview ◽  
Laboratory Work ◽  
Biology Teacher ◽  
Biology Teachers ◽  
Different Cultures

The aim of this article is to understand biology teachers’ challenges with laboratory work in the light of tensions between the different cultures, or discourses, in biology teacher education. The data material in this study consists of a survey with 314 responses from biology teachers as well as a group interview. Our findings suggest that teachers struggle to transform the knowledge and experience from their pure biology education into their practice in the laboratory. Concepts from a scientific discourse, such as ‘hypothesis’ and ‘report’, are therefore integrated into traditional teacher-directed laboratory tasks where the results are given in advance. We argue that this contributes to a misleading image of science. One of the major challenges for teachers, we argue, is to design appropriate contexts for addressing aspects of nature of science in the laboratory. However, many biology teachers report that they lack knowledge about teaching methods in the laboratory.

scholarly journals Learning Opportunities in Biology Teacher Education Contribute to Understanding of Nature of Science

2018 ◽  
Vol 8 (3) ◽  
pp. 103 ◽  
Author(s):  
Till Bruckermann ◽  
Fridtjof Ochsen ◽  
Daniela Mahler
Keyword(s):  
Teacher Education ◽  
Nature Of Science ◽  
Classroom Practice ◽  
Quantitative Methods ◽  
Education Programme ◽  
Learning Opportunities ◽  
Biology Teacher ◽  
Biology Teachers ◽  
Cross Sectional ◽  
Institutional Determinants

In order to educate scientifically literate children, teachers are required to include nature of science (NOS) in their classroom practice. However, as biology teachers’ own understanding of NOS is limited, promoting an initial understanding of NOS in teacher education is crucial. The aim of this study is to elucidate the importance of the first phase of teacher education for biology teachers’ understanding of NOS. More precisely, the study aims to examine the relationship between institutional determinants (e.g., the type of teacher education programme) and learning opportunities for pre-service biology teachers’ understanding of NOS. Pre-service biology teachers (N = 232) participated in a cross-sectional testing. The corresponding descriptions of N = 649 modules of biology teacher education from 20 German universities were analysed. Qualitative and quantitative methods were applied to relate the institutional determinants and the individual amount of learning opportunities to pre-service biology teachers’ understanding of NOS. Results reveal that both institutional determinants as well as the amount of learning opportunities are related to pre-service biology teachers’ understanding of NOS. This indicates that teacher education at university represents an important phase for biology teachers’ understanding of NOS. The results are discussed in terms of consequences for further research and teacher education.

scholarly journals PEMBINAAN KEPALA SEKOLAH MELALUI PENELITIAN TINDAKAN SEKOLAH BERDAMPAK PADA PENINGKATAN KEMAMPUAN GURU, MINAT DAN KREATIFITAS, SERTA PRESTASI BELAJAR SISWA

2012 ◽  
Vol 1 (2) ◽  
Author(s):  
Kastri Wahyuni Dinas Pendidikan Kota Semarang, SMA Negeri 8 Semarang
Keyword(s):  
Subject Matter ◽  
Lesson Plan ◽  
Lesson Plans ◽  
Test Results ◽  
Biology Teacher ◽  
Biology Teachers ◽  
Average Value ◽  
Teaching Preparation ◽  
The Subject ◽  
Coaching Principals

Abstract. Academic supervision results in 2010 of the teachers shows that teachers have teaching preparation of 58.68%, and profile of teachers with good performance is 47.50%. This occurs since teacher's attention only to the subject matter, and less to students. The results show that the first cycle of academic supervision for class XI a biology teachers for class XI IA 1 = 87, for class XI IA2 = 85, for class IX IA3 = 80, test results of students' learning, for class XI IA1 average value class = 83, exhaustiveness learn = 95%; for class XI IA2 average value class = 73, exhaustiveness learn= 73%; for class XI IA 3 average value class = 80, exhaustiveness learn = 76%. The results in an increase in cycle 2 shows the results for the academic supervision of a biology teacher in class XI IA 1 = 100, teachers in class XI IA 2 = 95 teachers in class XI IA 3 = 90, test results of students' class XI IA I average value class = 85, exhaustiveness learn = 100%, the test results of students 'class XI IA2 average value class = 75, exhaustiveness learn = 85, test results of students' class XI IA 3 average value = 83, exhaustiveness learn = 87 . Concluded that through coaching principals to teachers' lesson plans,increasing teachers' ability to prepare lesson plans, able to organize a class to be consistent, with an active discussion of creative students who have an impact on teachers' ability to increase the interest, creativity, and student achievement.Abstrak. Hasil Supervisi Akademik pada tahun 2010 terhadap para gurumenunjukan bahwa guru memiliki perangkat mengajar dengan 58,68%, dan pada proses pembelajaran di kelas prosentase profil kinerja guru yang baik 47,50%.Hal ini terjadi oleh perhatian guru hanya pada materi pelajaran, dan kurang memberdayakan siswa. Hasil penelitian siklus 1 menunjukkan bahwa nilai supervisi akademik untuk guru biologi kelas XI IA 1 = 87, guru biologi kelas IX IA2 = 85 dan guru biologi kelas IX IA 3 = 80, tes hasil belajar siswa, untuk kelas XI IA1 nilai rata-rata kelas = 83, ketuntasan belajar = 95%; untuk Kelas XI IA 2 nilai rata-ratakelas = 73, ketuntasan belajar = 73%; untuk kelas XI IA 3 nilai rata-rata kelas =80, ketuntasan belajar = 76%. Hasil penelitian pada siklus 2 menunjukkan terjadi kenaikan hasil supervisi akademik untuk guru biologi pada kelas XI IA 1 = 100, untuk guru pada kelas XI IA 2 = 95 guru pada kelas XI IA 3 = 90, tes hasil belajar siswa kelas XI IA I nilai rata-rata = 85, ketuntasan belajar siswa = 100%, tes hasil belajar siswa kelas XI IA 2 nilai rata-rata = 75, ketuntasan belajar = 85, tes hasil belajar siswa kelas XI IA 3 rata-rata = 83, ketuntasanbelajar siswa = 87. Disimpulkan bahwa melalui pembinaan kepala sekolah terhadap RPP, kemampuan guru menyusun RPP meningkat, mampu mengorganisasikan kelas dengan konsisten, dengan diskusi aktif kreatif siswa yang berdampak pada kemampuan guru meningkatkan minat, kreatifitas, dan prestasi belajar siswa. Key words: Teacher Lesson Plan; Teacher Upgrades; Interests, Creativity and Student Achievement

Inter-occupational cooperation and boundary work in the hospital setting

2018 ◽  
Vol 32 (5) ◽  
pp. 658-673 ◽  
Author(s):  
Anna Cregård
Keyword(s):  
Boundary Work ◽  
Hospital Setting ◽  
Line Managers ◽  
Content Type ◽  
Cooperation Project ◽  
Professional Authority ◽  
Data Collection Point ◽  
Prevention And Health Promotion ◽  
Health Project ◽  
Inclusive Concept

Purpose The purpose of this paper is to add a little piece to the research on boundary work and inter-occupational cooperation by addressing two questions: how do actors perform boundary work in an inter-occupational cooperation project that seeks to improve the personnel health work in a hospital setting? What impact does the boundary work have on such cooperation in the personnel health project? Design/methodology/approach The study is based on individual, in-depth interviews and participative observations of focus group discussions conducted at a regional municipal organization in Sweden. Respondents are hospital line managers, experts and strategists in the HR departments, and experts from the internal occupational health service. Findings The concepts on boundary work, which include closing/opening boundary strategies, provide the framework for the empirical illustrations. The cooperation runs smoothly in the rehabilitation work because of an agreed upon process in which the professionals’ jurisdictions are preserved through closing strategies. Illness prevention and health promotion are not areas of inter-occupational cooperation because the stronger actors use closing strategies. While the weaker actors, who try to cooperate, use opening boundary strategies in these areas, they are excluded or marginalized. Research limitations/implications The empirical investigation concerns one cooperation project and was completed at one data collection point. Originality/value No similar study of boundary work and inter-occupational cooperation in a hospital setting is available despite the frequency of this professional group configuration in practice. A more inclusive concept of professionalism may facilitate the study of boundary work and inter-occupational cooperation among actors with different professional authority.

Digital tools to promote remote lesson study

2021 ◽  
Vol ahead-of-print (ahead-of-print) ◽  
Author(s):  
Joanna C. Weaver ◽  
Gabriel Matney ◽  
Allison M. Goedde ◽  
Jeremy R. Nadler ◽  
Nancy Patterson
Keyword(s):  
Teacher Education ◽  
Lesson Study ◽  
Online Courses ◽  
Digital Tools ◽  
Teacher Education Programs ◽  
Education Programs ◽  
Teacher Isolation ◽  
Content Type ◽  
Face To Face ◽  
Using Data

PurposeThe authors propose that a digital instructional delivery format of lesson study (LS) may have the potential to amplify particular aspects of traditional, face-to-face LS.Design/methodology/approachThis is a qualitative case study, using data triangulation, member checking and an inductive approach to open-coding utilizing grounded theory to identify codes and themes.FindingsDigital tools promoted LS and learning, allowing for rigorous collaboration, synchronous observations, data collection and feedback, leading to deeper understanding.Research limitations/implicationsDigital tools used in the online LS process changed how instructional planning can be researched, analyzed and written collaboratively and impacted the fluidity of a lesson, the ease of observation and reflection, student engagement and the researchers' and students' ability to share ideas in real time.Practical implicationsLS can be integrated into online teacher education programs to engage students in online learning and promotes engagement, peer interaction and student voice. The use of these digital tools is not restricted just to remote instructional contexts.Social implicationsLS reduces teacher isolation, builds a collaborative community of teachers and increases instructional motivation. Educators across schools, universities or districts can integrate online LS into remote teacher education programs and online courses.Originality/valueThis study is original work that has not been published elsewhere.

Digital stories, material transformations: reflections of education students in a pre-teacher program

2021 ◽  
Vol ahead-of-print (ahead-of-print) ◽  
Author(s):  
Christina Louise Romero-Ivanova ◽  
Paul Cook ◽  
Greta Faurote
Keyword(s):  
High School ◽  
Teacher Education ◽  
Narrative Analysis ◽  
Digital Storytelling ◽  
Teacher Education Program ◽  
Education Students ◽  
Content Type ◽  
Peer Reviews ◽  
Digital Stories ◽  
K 12

Purpose This study centers on high school pre-teacher education students’ reviews of their peers’ digital stories. The purpose of this study is twofold: to bring digital storytelling to the forefront as a literacy practice within classrooms that seeks to privilege students’ voices and experiences and also to encapsulate the authors’ different experiences and perspectives as teachers. The authors sought to understand how pre-teacher education candidates analyzed, understood and made meaning from their classmates’ digital stories using the seven elements of digital storytelling (Dreon et al., 2011). Design/methodology/approach Using grounded theory (Charmaz, 2008) as a framework, the question of how do high school pre-teacher education program candidates reflectively peer review their classmates’ digital stories is addressed and discussed through university and high school instructors’ narrative reflections. Through peer reviews of their fellow classmates’ digital stories, students were able to use the digital storytelling guide that included the seven elements of digital storytelling planning to critique and offer suggestions. The authors used the 2018–2019 and 2019–2020 cohorts’ digital stories, digital storytelling guides and peer reviews to discover emerging categories and themes and then made sense of these through narrative analysis. This study looks at students’ narratives through the contexts of peer reviews. Findings The seven elements of digital storytelling, as noted by Dreon et al. (2011, p. 5), which are point of view, dramatic question, emotional content, the gift of your voice, the power of the soundtrack, economy and pacing, were used as starting points for coding students’ responses in their evaluations of their peers’ digital stories. Situated on the premise of 21st century technologies as important promoters of differentiated ways of teaching and learning that are highly interactive (Greenhow et al., 2009), digital stories and students’ reflective practices of peer reviewing were the foundational aspects of this paper. Research limitations/implications The research the authors have done has been in regards to reviewing and analyzing students’ peer reviews of their classmates’ digital stories, so the authors did not conduct a research study empirical in nature. What the authors have done is to use students’ artifacts (digital story, digital storytelling guides and reflections/peer reviews) to allow students’ authentic voices and perspectives to emerge without their own perspectives marring these. The authors, as teachers, are simply the tools of analysis. Practical implications In reading this paper, teachers of different grade levels will be able to obtain ideas on using digital storytelling in their classrooms first. Second, teachers will be able to obtain hands-on tools for implementing digital storytelling. For example, the digital storytelling guide to which the authors refer (Figure 1) can be used in different subject areas to help students plan their stories. Teachers will also be able to glean knowledge on using students’ peer reviews as a kind of authentic assessment. Social implications The authors hope in writing and presenting this paper is that teachers and instructors at different levels, K-12 through higher education, will consider digital storytelling as a pedagogical and learning practice to spark deeper conversations within the classroom that flow beyond margins and borders of instructional settings out into the community and beyond. The authors hope that others will use opportunities for storytelling, digital, verbal, traditional writing and other ways to spark conversations and privilege students’ voices and lives. Originality/value As the authors speak of the original notion of using students’ crucial events as story starters, this is different than prior research for digital storytelling that has focused on lesson units or subject area content. Also, because the authors have used crucial events, this is an entry point to students’ lives and the creation of rapport within the classroom.

Enterprise education: pre-service further education teachers' impressions and aspirations

2022 ◽  
Vol ahead-of-print (ahead-of-print) ◽  
Author(s):  
Peter Tiernan ◽  
Jane O’Kelly
Keyword(s):  
Teacher Education ◽  
Further Education ◽  
Initial Teacher Education ◽  
Research Approach ◽  
Structured Interviews ◽  
Content Type ◽  
Education Data ◽  
Enterprise Education ◽  
The Future ◽  
Constant Comparative Analysis

PurposeThe purpose of this paper is to examine the attitudes and impressions of pre-service Further Education teachers towards enterprise education. It also looks at the potential impact on their future teaching practices and aspirations. This study builds on the literature in this area by bringing a teacher education focus and by providing views from the underserved further education sector.Design/methodology/approachA qualitative research approach was used to evaluate pre-service further education teachers' understanding of and attitudes towards, enterprise education. Data were collected through semi-structured interviews with 15 students in their final year of an initial teacher education degree.FindingsFindings emerged through constant comparative analysis of interview transcripts. These findings indicate that exposure to enterprise education greatly increased understanding of its importance and relevance, while also encouraging pre-service further education teachers to recognise the benefits of incorporating enterprise education into their classrooms of the future.Originality/valueWhile there is an array of literature on entrepreneurship and enterprise education outside of business contents, very few studies exist, which examine enterprise education in an initial teacher education context. Fewer still examine enterprise education from the perspective of further education. This study provides a unique qualitative view of pre-service further education teachers' impressions of enterprise education and their aspirations for the future.

Academic quality management in teacher education: a Singapore perspective

2014 ◽  
Vol 22 (1) ◽  
pp. 53-64 ◽  
Author(s):  
Sylvia Chong
Keyword(s):  
Teacher Education ◽  
Quality Management ◽  
Teacher Development ◽  
Systems Approach ◽  
Education Institution ◽  
Academic Quality ◽  
Content Type ◽  
Architectural Framework ◽  
Teacher Education Institution ◽  
Process Oriented

Purpose – Quality assurance and management is vital for the continuous improvement of the content, delivery and development of teacher education programmes. This paper seeks to explore theoretical issues and ideas in assessing the quality preparation of teachers in the Singapore context. Design/methodology/approach – An academic quality framework provides an architectural approach to optimizing quality processes, transitioning from a disjointed set of quality processes to an integrated workflow based upon established best practices. Findings – The architectural framework provided a systematic focus to develop and sustain the academic quality of the teacher development programmes. Quality change and developments occur through collaboration and learning. The emphasis is on quality management as a process-oriented strategy. Originality/value – There is a shift in paradigm from traditional models of programme evaluation to a systems approach that incorporate multi-dimensional models to impact administration, teaching and research in a teacher education institution. Thus Singapore's teacher education quality management should be considered beyond a set of measurement tools towards a systematic, scheduled and focused examination as a whole, as a process-oriented strategy.

Scholarly skills as everyday practice – implications for education

2016 ◽  
Vol 6 (3) ◽  
pp. 224-236
Author(s):  
Inga Wernersson ◽  
Monica Hansen Orwehag
Keyword(s):  
Teacher Education ◽  
Critical Thinking ◽  
Professional Education ◽  
Design Education ◽  
Research Question ◽  
Work Practice ◽  
Content Type ◽  
Analytical Skills ◽  
One Year ◽  
Almost All

Purpose – The purpose of this paper is to understand how teachers, nurses and engineers view the use of scholarly skills, such as research and critical thinking, in occupational practice and what implications this understanding may have for (especially) teacher education. Design/methodology/approach – Engineers, nurses and teachers who had worked for at least one year after their education was interviewed (telephone interviews). Four interviews from each category were made in this exploratory study. Findings – Few of the interviewees spontaneously connect their research methods training or other elements of scientific thinking in their education to everyday work practice, but all give examples of systematic, reflective and critical elements as features present in the occupational context. Almost all also view the final thesis work done in their respective programmes as a gratifying experience. Further, they describe the freedom and independence they have in their choice of research question and form of work as appealing and encouraging. Research limitations/implications – The study is exploratory and the results should be used to develop ideas about how to improve scholarly/scientific training in profession-oriented higher education programmes. Practical implications – This paper explore ways to understand and further develop the teaching of scholarly/scientific attitudes and ways of thinking in profession-oriented university programmes. Social implications – Scholarly skills such as critical thinking, analytical skills and awareness of different perspectives are important in all professions. How to design education to optimize such skills is important for people and society. Originality/value – The value of the study is that it is a try to use experiences from different fields to improve the generic scholarly aspects of professional education (especially teacher education).

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