scholarly journals Mathematics and science teachers’ beliefs about innovations in teaching: A qualitative study

2017 ◽  
Vol 49 (1) ◽  
pp. 31-54
Author(s):  
Vladimir Dzinovic
Keyword(s):  
Teacher Training ◽  
Qualitative Study ◽  
Primary School ◽  
Science Teachers ◽  
Inservice Training ◽  
Grading System ◽  
Teaching Activities ◽  
Teachers Beliefs ◽  
Mathematics And Science Teachers ◽  
Mathematics And Science

The paper explores the ways in which mathematics and science teachers in one primary school perceive innovations in teaching that they implemented during inservice training. We started from the recent findings pointing to the prevailing perceptions of obstacles and an anxious and antagonistic attitude of teachers towards innovations. Hence, the aim of our research was to see whether we would obtain similar findings with the teachers who attended a training course for implementing innovations within the Trefoil project. Research participants were seven teachers. We analysed their conversations, which took place during the meetings of the expert council, about the experiences with implementing innovations. The results have shown that the teachers had the perception that innovations ensured higher quality knowledge and additionally motivated students. Still, the predominant narratives were those about the obstacles referring to the lack of time, difficulties in developing teaching activities and grading system, restrictions in the curriculum, as well as the lack of readiness and cooperation on the part of students and parents. A novelty compared to the previous studies was that we cannot speak about typical reactions. Instead, teachers? attitude towards innovations changed depending on whether the experiences were positive or they encountered problems in their implementation. The recommendations for the practice of in-service teacher training and further research are provided in the final part.

scholarly journals The Use of Outside Educational Materials in Mathematics and Science: Teachers’ Conceptions

2021 ◽  
Vol 9 (2) ◽  
pp. 314-331
Author(s):  
Michael Skoumios ◽  
Chrysanthi Skoumpourdi
Keyword(s):  
Data Analysis ◽  
Primary School ◽  
Science Teaching ◽  
Science Teachers ◽  
Educational Materials ◽  
School Teachers ◽  
Primary School Teachers ◽  
The Subject ◽  
Mathematics And Science Teachers ◽  
Mathematics And Science

The research for teachers’ conceptions of the outside educational materials, that they discover and use, is very limited. In addition, there is also particularly limited research comparing teachers’ conceptions of the use of educational materials on the basis of the subject they teach. The present paper aims at investigating and comparing primary school teachers’ conceptions of the use of outside educational materials in mathematics and science teaching. For the purposes of this research, an electronic questionnaire was developed and completed by 212 primary school teachers in Greece. Data analysis traced primary school teachers’ conceptions of whether they use outside educational materials and, if they do, how frequently and in what way they use them, what motivates the teachers to discover outside educational materials and where they discover them, as well as the reasons why they might not use outside educational materials. Furthermore, the differences among teachers’ conceptions of the above issues were detected on the basis of the subject they teach (mathematics, science).

Solving the Shortage of Mathematics and Science Teachers

1985 ◽  
Vol 7 (4) ◽  
pp. 371-382 ◽  
Author(s):  
Henry M. Levin
Keyword(s):  
Teacher Training ◽  
Science Teachers ◽  
The State ◽  
Qualified Teachers ◽  
The Past ◽  
Systematic Planning ◽  
Mathematics And Science Teachers ◽  
Single Salary Schedule ◽  
Mathematics And Science

Present shortages of mathematics and science teachers in secondary schools are not a new phenomenon. Such shortages have been present for at least 40 years, with only the magnitude of the shortages fluctuating. Nor is the cause of the shortages a new phenomenon. Just as school salary policy, with its reliance on the single salary schedule, has not provided competitive salaries for mathematics and science specialists in the past, it continues to create a shortfall in the number of qualified mathematics and science personnel willing to take teacher training and offer their services to schools. It is only by providing special increments to attract mathematics and science specialists that a long-term solution can be effected. Schools can accommodate such a change in policy through careful and systematic planning. Both the state and federal governments have roles to play in assisting schools to formulate salary policies that will attract adequate numbers of qualified teachers for all openings.

scholarly journals Working with Mathematics and Science Teachers on IBL Approaches: Teacher Concerns [VISIONS 2011: Teacher Education]

2012 ◽  
Vol 6 (1) ◽  
Author(s):  
Svein Arne Sikko ◽  
Ragnhild Lyngved ◽  
Birgit Pepin
Keyword(s):  
Professional Development ◽  
Teacher Education ◽  
Teacher Beliefs ◽  
Science Teachers ◽  
Natural Sciences ◽  
Instructional Leaders ◽  
Teacher Concerns ◽  
Teachers Beliefs ◽  
Mathematics And Science Teachers ◽  
Mathematics And Science

This paper reports on mathematics and science teachers’ beliefs concerning the use of inquiry-based teaching strategies. Two different surveys were conducted: one with 24 teachers who were to become future instructional leaders; and one with 75 teachers as part of an international baseline study. We found that teachers in Norway would like to use more IBL strategies in their day-to-day teaching. They were also asking for more, and more relevant, continuous professional development courses. Textbooks were not seen as a main hindrance to the use of IBL, but these would need to include more IBL approaches. Even if the curriculum, particularly in the natural sciences, did not represent an important hindrance, in their view, it would need to advocate IBL more explicitly. The results provide deeper insights into teacher beliefs related to IBL, in particular the constraints that prevent them from working in such a manner, and into potential ‘openings’ for using IBL to enhance pupil engagement and deeper learning. Methodologically, the study uses a quantitative approach to investigate teacher beliefs related to IBL that adds to the literature in the field.

scholarly journals Investigating the Preservice Primary School, Mathematics and Science Teachers’ STEM Awareness

2017 ◽  
Vol 6 (1) ◽  
pp. 32 ◽  
Author(s):  
Hasan Bakırcı ◽  
Dilek Karışan
Keyword(s):  
Preservice Teachers ◽  
Primary School ◽  
Science Teachers ◽  
Stem Education ◽  
Thinking Skills ◽  
School Mathematics ◽  
Primary School Mathematics ◽  
Significant Difference ◽  
Mathematics And Science Teachers ◽  
Mathematics And Science

Today’s life requires individuals to be prepared for complex world environment, to make complex decisions, and to have critical thinking skills related to everyday life issues at hand. STEM education is thought to be the glorious solution to thrive in a global knowledge driven world. Teachers are key elements for successful STEM education. Present study aims to investigate the preservice primary school, mathematics and science teachers STEM awareness. Quantitative research methodology guided the present study. Cross-sectional survey type which collects information from a sample that has been selected from a predetermined population was used. Stem Awareness Scale, a five point Likert type instrument developed by Buyruk and Korkmaz (2016), was used to measure preservice teachers STEM awareness. Data was collected from 558 (371 female, 187 male) preservice teachers enrolled in three different teacher preparation programs. The results of this research demonstrates that there is no significant interaction effect for gender and department variables however there is significant difference among different department students STEM awareness preservice science teachers’ and preservice primary school teachers STEM awareness scores have similar mean values and also outnumbers the preservice mathematics teachers’ STEM awareness.

scholarly journals Designing PISA Like Problems for West Sumatra Mathematics and Science Junior High School Teachers

2020 ◽  
Vol 3 (1) ◽  
pp. 75
Author(s):  
Ahmad Fauzan ◽  
Fridgo Tasman
Keyword(s):  
High School ◽  
Science Teachers ◽  
Junior High School ◽  
Junior High ◽  
High School Mathematics ◽  
Junior High School Teachers ◽  
West Sumatra ◽  
Mathematics And Science Teachers ◽  
Test Result ◽  
Mathematics And Science

PISA (Program for International Students Assessment) test result on 2018 put Indonesia in the 72th position of 78 countries. The report showed the importance to improve the level of students thinking ability. There are many possible ways to develop students’ thinking. One way to do that is by giving the students drill to solve PISA problems. However, this solution is difficult to implement because designing PISA problems is difficult for the teachers. Therefore, 24 junior high school mathematics and science teachers ware selected in order to give them training and workshop to improve their ability to design PISA like problems using action research methods. Three stages ware implemented in the training and workshop. First, introduction to PISA, Second, designing PISA Problems, and third, trying out and evaluating the test result. Product of the workshop are 48 PISA like problems of mathematics and 42 PISA like problems of science.

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