What did pre-service earth science teachers feel through teaching practice? - Focusing on the relationship between university curriculum and teaching practice -

The teaching and learning of science subjects at secondary schools in Sub-Saharan Africa is currently dominated by application of the lecture method in delivering learning material. In the Lecture Method, the teacher discusses and shows the learning material. Studies showed that the lecture method can be made interactive, and, hence, more effective if teachers appropriately integrate constructivist ideas in the method. Therefore, this study aims to examine the BEd (Science) students’ integration of constructivist’s learner-oriented instructional practices in the lecture method during teaching practice (TP). Data were collected from 107 BEd(Science) students, their Head of Subjects in the TP schools and the university supervisors at the onset and towards the end of a 14-week TP. The instruments used to collect data were questionnaires and interview schedules. The data were analysed descriptively and inferentially. Descriptive statistics focused on frequencies, percentages, means and standard deviation which summarised the variables in terms of demonstration of instructional practices, supervision and assessment practices. Findings revealed that the BEd(Science) students faced difficulties in their attempt to integrate constructivist ideas in the lecture method. T-test showed a positive effect of teaching practice on the integration of constructivists’ ideas in the lecture method. The study provides several recommendations based on the findings.

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EXAMINING PROSPECTIVE TEACHERS’ BELIEF AND PEDAGOGICAL CONTENT KNOWLEDGE TOWARDS TEACHING PRACTICE IN MATHEMATICS CLASS: A CASE STUDY

Journal on Mathematics Education ◽

10.22342/jme.10.2.7326.185-202 ◽

2019 ◽

Vol 10 (2) ◽

pp. 185-202 ◽

Cited By ~ 3

Author(s):

Muhtarom Muhtarom ◽

Dwi Juniati ◽

Tatag Yuli Eko Siswono

Keyword(s):

Pedagogical Content Knowledge ◽

Content Knowledge ◽

Prospective Teachers ◽

Teaching Practice ◽

Mathematics Classroom ◽

Pedagogical Content ◽

Good Communication ◽

Good Communication Skill ◽

Two Factors ◽

The Relationship

Beliefs and pedagogical content knowledge (PCK) are two factors influencing teaching practice in the classroom. This research aims to describe the beliefs and PCK of the prospective mathematics teachers and the relationship between the two factors on the teaching practices in the mathematics classroom. Participant in this research includes a prospective teacher who has taken a micro teaching subject and has good communication skill. Data were collected through interview and video analysis on the teaching practice in the classroom. The data obtained were coded, simplified, presented, and triangulated for the credibility and concluded. The result of the research shows that the prospective teachers who hold a constructivist belief view mathematics as a dynamic knowledge which evolves and is regarded as the space of creation for humans. Their beliefs on the nature of mathematics support the belief in the teaching-learning process in mathematics classrooms. Furthermore, a good understanding of the prospective teachers have on the components of the PCK has been sufficient, which can be identified in every step of practical activities in the classroom. More elaboration on the relationship between the belief and PCK is presented in this research.

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Conceptions of science teachers about the use of ICT in teaching practice

Prometeica - Revista de Filosofía y Ciencias ◽

10.34024/prometeica.2019.19.9460 ◽

2019 ◽

pp. 58-71

Author(s):

Maria Inês Ribas Rodrigues ◽

Ludmylla Ribeiro Dos Santos

Keyword(s):

Science Education ◽

Public Schools ◽

Information And Communication Technologies ◽

Science Teachers ◽

School Environment ◽

Teaching Practice ◽

Communication Technologies ◽

Developed Countries ◽

School Science ◽

Information And Communication

This qualitative study was carried out in two public schools located in the city of São Paulo, SP, Brazil, and involved two primary school science teachers (one from each school). Its objective was to discuss the relevance of continuing education of Science teachers with the emphasis on the use of ICT (Information and Communication Technologies) in their teaching practice, the challenges faced by the insertion of these technological resources in the school environment, and improvements in school facilities. These aspects guide the need for training that prepares the teacher to deal with this type of situation. Data collection was done through the application of two interviews, at different moments of the research. These results were presented at an international event, Enseñanza de las Ciencias 2017, and we were able to observe the difference of realities between the science education in developed countries and noted the relevance of discussing this topic in the context of science teaching in Brazil. Keywords: Teaching practice; Challenges in Science Education; Information and Communication Technologies.

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STEM Teaching and Learning via Technology-Enhanced Inquiry

Teacher Training and Professional Development ◽

10.4018/978-1-5225-5631-2.ch026 ◽

2018 ◽

pp. 595-619

Author(s):

Michael L. Connell ◽

Sergei Abramovich

Keyword(s):

Teaching And Learning ◽

Teaching Practice ◽

Career Readiness ◽

College And Career Readiness ◽

Pedagogical Content ◽

Record Keeping ◽

College And Career ◽

And Mathematics ◽

Stem Teaching ◽

The Relationship

This chapter aims to address several limitations of Technological Pedagogical Content Knowledge (TPACK) – a theoretical model used in the application of technology when teaching STEM disciplines. To this end, a supplement to TPACK drawn from the Action on Objects (AO) framework (Connell, 2001) is suggested. To illustrate the value of the proposed enhancement of TPACK, an example integrating science, technology, and mathematics is provided. The Texas College and Career Readiness Standards are used to demonstrate the relationship between the proposed theoretical modification of the leading model and the current teaching practice involving such scientific activities as measuring, record keeping, analyzing, conjecturing and evaluating. Additional suggestions and applications of the TPACK/AO model are provided.

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STEM Teaching and Learning via Technology-Enhanced Inquiry

Digital Tools and Solutions for Inquiry-Based STEM Learning - Advances in Educational Technologies and Instructional Design ◽

10.4018/978-1-5225-2525-7.ch009 ◽

2017 ◽

pp. 221-251

Author(s):

Michael L. Connell ◽

Sergei Abramovich

Keyword(s):

Teaching And Learning ◽

Teaching Practice ◽

Career Readiness ◽

College And Career Readiness ◽

Pedagogical Content ◽

Record Keeping ◽

College And Career ◽

And Mathematics ◽

Stem Teaching ◽

The Relationship

This chapter aims to address several limitations of Technological Pedagogical Content Knowledge (TPACK) – a theoretical model used in the application of technology when teaching STEM disciplines. To this end, a supplement to TPACK drawn from the Action on Objects (AO) framework (Connell, 2001) is suggested. To illustrate the value of the proposed enhancement of TPACK, an example integrating science, technology, and mathematics is provided. The Texas College and Career Readiness Standards are used to demonstrate the relationship between the proposed theoretical modification of the leading model and the current teaching practice involving such scientific activities as measuring, record keeping, analyzing, conjecturing and evaluating. Additional suggestions and applications of the TPACK/AO model are provided.

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