Preparing Pre-Service Teachers for Inquiry-Based Practical Work in Multiple-Deprived Classrooms: A Decoloniality Approach

2019 ◽  
Vol 41 (1) ◽  
Author(s):  
Maria Tsakeni
Keyword(s):  
Teacher Preparation ◽  
Instructional Strategies ◽  
Science Teachers ◽  
Teaching And Learning ◽  
Study Data ◽  
Service Science ◽  
Practical Work ◽  
Pedagogical Issues ◽  
Structured Interviews ◽  
Inquiry Based Learning

Amidst debates on decoloniality in higher education and instructional strategies earmarked for the 21st century in science classrooms, this paper argues for the preparation of teachers who have the epistemic capability to be functional in all school contexts. The study adopts a decoloniality approach and Sen’s Capability Approach to explore the link between pre-service science teacher preparation and the practice of inquiry-based practical work (IBPW) in multiple-deprived classrooms. Inquiry-based learning is an impetus of current reforms and curriculum projects in science education. Practical work is also central to science teaching and learning. The integration of inquiry-based learning and practical work results in IBPW instructional strategies. The implementation of the strategies is filtered through school contextual settings such as material resources and teacher professional identities, which are some of the unmet needs in multiple-deprived classrooms. What is subject to debate in this paper is how teacher training programmes prepare pre-service science teachers to effectively implement IBPW under the adverse conditions of multiple-deprived classrooms. Using one university in the Free State province of South Africa as a case study, data were generated by means of two focus group interviews, each with five final-year pre-service teachers, and semi-structured interviews with two lecturers. Theorising on a decoloniality approach for pre-service teacher preparation in IBPW implementation, the study highlights some epistemic and pedagogical issues that create multiple-deprived classrooms and perpetuate non-inclusivity and injustices.

scholarly journals Investigating pre-service science teachers’ laboratory approach choices

2016 ◽  
Vol 8 (1) ◽  
pp. 61 ◽  
Author(s):  
Nurhan ÖZTÜRK GEREN ◽  
Esra BOZKURT ALTAN ◽  
Serhat ERCAN
Keyword(s):  
Science Teachers ◽  
Science Curriculum ◽  
Service Science ◽  
Science Laboratory ◽  
Structured Interviews ◽  
Inquiry Based Learning ◽  
Second Stage ◽  
Two Stages ◽  
The Given ◽  
Selection Of

The main focus of the current study was to determine what kind of laboratory approaches will be designed how this process will be evaluated by pre-service teachers. The study was carried out on the basis of a qualitative paradigm. The study group of the research consisted of 40 pre-service science teachers. In the current study, the application was conducted within the Laboratory Applications in Science I-II courses at two stages. The per stage was conducted in 14 weeks (four hours per weeks). The first stage of the process (14 weeks) started with a theoretical presentation introducing laboratory approaches and was conducted with the guidance of five experiment manuals designed on the basis of different laboratory approaches ranging from a confirmatory laboratory approach to an inquiry-based learning by the researcher. In the second stage, the pre-service teachers were asked to examine the units and objectives of the Science Curriculum Program and then were asked to select a laboratory approach and set the objectives to design an activity manual. The pre-service teachers worked for five weeks to determine the objectives, find the appropriate approach and design an experiment manual in line with the selected approach. Then, each group conducted the laboratory class under the guidance of their experiment manual that they had developed for each week. The data of the study was collected within two periods through the difficulties experienced, skills attained through the process, reflective texts presenting course-related suggestions and semi-structured interviews. It was determined that the students experienced some difficulties in the selection of the laboratory approach for the given topic and the design of experiment manuals; they preferred inquiry-based learning laboratory activities as they were believed to be more effective and administration of experiment manuals to peers were believed to be conducive to professional development.Keywords:Laboratory applications in science, laboratory approaches, pre-service science teachers 

scholarly journals Which Technologies Do Pre-Service Teachers Prefer to Use While Presenting Their Teaching Skills and for What Purposes Do They Use These Technologies?

2017 ◽  
Vol 7 (3) ◽  
pp. 103
Author(s):  
Fatma Sasmaz Oren
Keyword(s):  
Science Teachers ◽  
Research Data ◽  
Service Science ◽  
Teaching Skills ◽  
Structured Interviews ◽  
Science Courses ◽  
Use Of Technology ◽  
The Subject

This research aims to determine the technologies that pre-service science teachers prefer to use in micro teaching presentations performed for improving their teaching skills and to determine the purposes of using these technologies. For this purpose, the case study model was used in the research. The research was made with some 48 pre-service science teachers. In the research, data was collected from the presentation files the pre-service science teachers had prepared with respect to the microteaching applications, from the instructor’s observation notes on their presentations, from the view form and from the semi-structured interviews. According to the findings obtained from the research, the pre-service science teachers used computers, projection apparatuses, overhead projectors, videos, animations, simulations and microscopes the most in the microteaching applications. The pre-service science teacher’s expressed that they used technology primarily for reasons such as enhancing the comprehensibility of the subject, concretizing abstract subjects, ensuring visuality and saving time. Considering these results, some recommendations were made regarding the use of technology in science courses.

Examining cohort models in the education doctorate

2020 ◽  
Vol 11 (3) ◽  
pp. 249-262
Author(s):  
Andrew S. Leland ◽  
William A. Firestone ◽  
Jill A. Perry ◽  
Robin T. McKeon
Keyword(s):  
Group Dynamics ◽  
Teaching And Learning ◽  
Study Data ◽  
Collective Learning ◽  
Third Party ◽  
Degree Programs ◽  
Structured Interviews ◽  
Content Type ◽  
Education Doctorate ◽  
Study Approach

Purpose This study aims to present a thematic analysis on cohort-based teaching and learning from four education doctorate degree programs. Recommendations are then presented to other scholars engaging in research on cohort-based, graduate degree programs. Design/methodology/approach Yin’s (2018) embedded, multiple case study approach guided the design of this study. Data collection consisted of three- to four-day site visits to each program and included the following data sources: program documents (e.g. handbooks, syllabi and third-party evaluations), class observations and semi-structured interviews with students, faculty and program directors. Findings This study describes how collaboration and collective learning were key components in each program’s coursework and milestone expectations, arguing that such an emphasis contributed to opportunities for collaboration and collective learning experiences. Originality/value Research has documented a number of outcomes associated with cohort-based programs in terms of group dynamics. The authors examine this quality further by showing how specific structures and practices within each program’s cohort model supported not only peer collaboration but also overall student learning.

scholarly journals Pre-service Science Teachers’ Perceptions toward Additional Instructional Strategies in Biology Laboratory Applications: Blended Learning

2018 ◽  
Vol 29 (2) ◽  
pp. 88-95
Author(s):  
Yusuf Ziya Olpak ◽  
◽  
Huseyin Ates ◽  
Keyword(s):  
Academic Achievement ◽  
Blended Learning ◽  
Instructional Strategies ◽  
Science Teachers ◽  
Structured Interview ◽  
Achievement Test ◽  
Service Science ◽  
Teachers Perceptions ◽  
Significant Difference ◽  
Biology Laboratory

The purpose of this study was to examine pre-service science teachers’ perceptions toward additional instructional strategies in biology laboratory applications in the scope of blended learning. This study used a mixed-methods sequential explanatory design model and was conducted with 69 students who study in their 2nd year in the department of science education at a state university in Turkey. Academic achievement test, personal information form, student feedback form, semi-structured interview, and additional instructional strategies were used to collect the data. To determine students’ academic achievements, the scores obtained from the academic achievement test were used from a pre-test and post-test and additional instructional strategies (discussion question, reflection paper, task assignment, and quiz) were used. In addition, students’ views and satisfaction levels toward the course were examined. For data analysis, descriptive statistics, One-way ANOVA, and content analysis were used. The results of the study showed that students’ academic achievement scores showed a significant difference in terms of the additional instructional strategies. In addition, students’ evaluation scores and satisfaction levels about the learning process were high, but there was no significant difference in terms of additional instructional strategies. In the future, conducting similar studies with wider samples could be effective in terms of contributing to the relevant literature at different education levels and different disciplines.

scholarly journals Challenges and constraints encountered by Saudi pre-service science teachers: a critical perspective

2015 ◽  
Vol 12 (1) ◽  
pp. 26-45
Author(s):  
Amani K. Hamdan
Keyword(s):  
Saudi Arabia ◽  
Teacher Preparation ◽  
Science Teachers ◽  
Service Science ◽  
Teacher Preparation Programs ◽  
Preparation Programs ◽  
Professional Experiences ◽  
Practice Gap ◽  
Theory Practice Gap ◽  
K 12

Recently, various policies have been implemented in Saudi Arabia to reform science teaching at K-12 levels in order to focus on critical thinking, inquiry-based learning, and problem solving. Research is needed to explore the adequacy of teacher preparation programs to determine whether these programs sufficiently prepare Saudi science teachers to teach according to these new reforms. This study explores the challenges that Saudi pre-service science teachers face in these higher education programs. Results indicated that graduates of the programs studied were satisfied with their experiences; however, various concerns were expressed by some pre-service teachers regarding the theory-practice gap between their university coursework and field experiences, and the supervision structures and functions in place for the professional experiences component. Modifications to the teacher preparation programs are suggested in order to address these concerns and to successfully enact reforms in science education in Saudi Arabia.

scholarly journals The Positive Influence of Inquiry-Based Learning Teacher Professional Learning and Industry Partnerships on Student Engagement With STEM

2021 ◽  
Vol 6 ◽  
Author(s):  
Catherine Attard ◽  
Nathan Berger ◽  
Erin Mackenzie
Keyword(s):  
Student Engagement ◽  
Professional Learning ◽  
Teaching And Learning ◽  
Local Community ◽  
Teacher Professional Learning ◽  
Significant Finding ◽  
Structured Interviews ◽  
School Partnerships ◽  
Inquiry Based Learning ◽  
Teacher Professional

School teachers in science, technology, engineering and mathematics (STEM) face challenges in developing and maintaining high levels of student engagement and achievement in those disciplines. Consequently, declining numbers of students are electing these subjects beyond the compulsory years of schooling. A major factor in student engagement often is curriculum content being relevant to the lives of students outside the classroom. Two key ways teachers can enhance the real-world relevance of their lessons are inquiry-based learning and localising the curriculum to provide an authentic context for teaching and learning. In this paper, we report a qualitative study into the perceived influences of inquiry-based learning on student engagement, as facilitated through teacher professional learning in the context of two major infrastructure programs in Sydney, Australia. Semi-structured interviews and focus groups were conducted with primary and secondary teachers who participated in professional learning about inquiry-based pedagogies, as well as with their students who undertook inquiry-based learning projects based on the infrastructure programs in their local community. Inductive and deductive content analyses using Attard’s Framework for Engagement with STEM illustrated how the combination of teacher professional learning, student inquiry-based learning, and localised industry-school partnerships enhanced student engagement across operative, cognitive, and affective domains. Another significant finding was the extent to which professional learning as the vehicle for inquiry-based learning and industry connections enhanced teachers’ pedagogical relationships and pedagogical repertoires in ways not possible with more conventional approaches to industry-school partnerships.

scholarly journals Teaching and learning about food and nutrition through science education in Brazilian schools: an intersection of knowledge

2014 ◽  
Vol 19 (9) ◽  
pp. 3915-3924 ◽  
Author(s):  
Carolina Netto Rangel ◽  
Rebecca Nunn ◽  
Fernanda Dysarz ◽  
Elizabete Silva ◽  
Alexandre Brasil Fonseca
Keyword(s):  
Nutrition Education ◽  
Science Teachers ◽  
Health Professionals ◽  
Teaching And Learning ◽  
Practical Knowledge ◽  
Structured Interviews ◽  
School Activities ◽  
Research Fields ◽  
Food And Nutrition ◽  
Official Curriculum

Science teachers are the main professionals in schools who address health-related subjects, though food and nutrition education (FNE) projects are mainly planned by health professionals, especially nutritionists. The objective of this study is to create a transdisciplinary approximation between scientific research fields and practical fields from the analysis of an integrated case study conducted in Brazilian schools. In 2011, 10 days of observation were programmed in six schools in five cities. Semi-structured interviews were carried out with different social actors and data was analyzed using the complex thinking theory and the bricolage method of educational research. Planting of vegetable gardens or projects to improve table manners during mealtimes were identified in the schools. The results describe educational approaches used by science teachers to include FNE in school activities, even when not described in the official curriculum. Health professionals can identify actions to support health education in schools starting with that already undertaken by science teachers. The successful initiatives also involved professionals with practical knowledge and experience of life.

scholarly journals HERMENEUTIC PERSPECTIVES OF PRE-SERVICE SCIENCE TEACHERS ABOUT SCIENCE

2018 ◽  
Vol 17 (5) ◽  
pp. 778-799
Author(s):  
Bilge Can ◽  
Asiye Bahtiyar ◽  
Hasret Kökten
Keyword(s):  
Science Education ◽  
Science Teachers ◽  
Single Case ◽  
Descriptive Analysis ◽  
Meaningful Learning ◽  
Deep Understanding ◽  
Service Science ◽  
Structured Interviews ◽  
Before And After ◽  
Mathematics And Science

Science education emphasizes the development of individuals' ability to make comments, reasoning, and critical reflection while expressing their scientific thoughts. In this sense, future science teachers have great responsibility to develop those skills of the learners and their meaningful learning. Many researches emphasize hermeneutical thinking for disciplines such as mathematics and science to create meaningful learning. The current research aimed to reveal pre-service science teachers’ hermeneutical perspectives about science and to determine their existing ideas. For this aim, scientific problems presented to pre-service science teachers via scenarios, and how they developed their approaches to solve these problems, and whether they used hermeneutics in this process were examined. The hermeneutical perspectives of pre-service teachers were selected as a single case -by using qualitative research method- to have a deep understanding of their hermeneutical perspectives. The research group consisted of nine third-year-students. Semi-structured interviews prepared by the researchers were applied before and after the intervention in the research conducted for 14 weeks in Science Teaching Laboratory Applications-I course. The data were analysed by a descriptive analysis method. It has been evidenced that science-related hermeneutical perspectives of the pre-service science teachers have developed as a result of the problem-based scenario studies. Key words: hermeneutics, hermeneutical perspective, scenario-based learning, science education, pre-service science teacher.

scholarly journals Novice Teachers’ Beliefs and Knowledge about Education for Sustainable Development

2020 ◽  
Vol 44 ◽  
pp. 34-44
Author(s):  
Olena Zhukova ◽  
Ilona Fjodorova ◽  
Dzintra Iliško
Keyword(s):  
Sustainable Development ◽  
Novice Teachers ◽  
Professional Practice ◽  
Teaching And Learning ◽  
Education For Sustainable Development ◽  
Study Data ◽  
Structured Interviews ◽  
Group Discussions ◽  
Teachers Beliefs ◽  
Collection Methods

Incorporating education for sustainable development (ESD) into the curriculum is one of the main priorities of education policy in Latvia and internationally. Implementation of ESD relies greatly on individual teachers’ beliefs, enthusiasm, theoretical knowledge and practical expertise. It is widely recognized that teachers’ beliefs influence their decisions about the curriculum, pedagogy and assessment. While teachers’ beliefs and general pedagogical knowledge receive considerable attention in teacher education research worldwide, novice teachers’ beliefs and knowledge regarding sustainability and ESD are not widely discussed despite the widespread assumption that teacher’s preparedness and intention to teach ESD tend to be motivated by the beliefs and knowledge a teacher holds. Some education researchers argue that novice teachers tend to have limited understanding of sustainability and ESD. The aim of the research described in this article was to reveal the range of ways in which a sample of 32 volunteer novice teachers in Latvia perceive, understand and experience ESD, as well as how ESD relates to their professional practice. A phenomenographic approach is applied in this study. Data collection methods include semi-structured interviews, written questionnaires, and focus group discussions. The study revealed a range of ways in which novice teachers conceptualize sustainability and ESD. The insights from this research might serve to inform teaching and learning practices in the undergraduate and postgraduate teaching courses and to prepare teachers more adequately to implement ESD.

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