scholarly journals Enhancing Pre-service Teachers’ Reflective Quality on Inquiry-based Teaching Through a Community of Practice

2020 ◽  
Vol 31 (4) ◽  
pp. 367-378
Author(s):  
Jeerawan Ketsing ◽  
◽  
Noriyuki Inoue ◽  
Sandy Buczynski ◽  
◽  
...  
Keyword(s):  
Secondary School ◽  
Community Of Practice ◽  
Science Teachers ◽  
Cooperating Teachers ◽  
Teaching Practice ◽  
Teaching Experience ◽  
Experienced Teachers ◽  
Inquiry Teaching ◽  
Thoughtful Reflection

Implementing inquiry-based teaching in secondary school is often a challenge for pre-service teachers. Thoughtful reflection on their teaching experience may help future teachers address this challenge. This article examined the quality of reflection on inquiry teaching by two pre-service science teachers as they participated in a mini-Community of Practice (mCoP) with their cooperating teachers and university advisor. Findings from this study revealed the benefits of this mCoP for nurturing pre-service teachers’ inquiry teaching by building a network of encouraging support from experienced teachers and by providing a supportive reflective environment. The study also showed pre-service teachers transformed their reflections from technical to reflective thinking as they matured in inquiry-based teaching practice.

scholarly journals ASSESSMENT OF MENTORING NEEDS FOR TRAINEE IN TEACHING PRACTICE

2020 ◽  
pp. 1-7
Author(s):  
Lameed Olayiwola
Keyword(s):  
Student Teachers ◽  
Role Model ◽  
Cooperating Teachers ◽  
Teaching Practice ◽  
Lesson Plan ◽  
Teaching Experience ◽  
Exercise Programme ◽  
Practical Experience ◽  
Experienced Teachers ◽  
Teaching Skills

The paper examines mentoring needs in teaching practice exercise programme of student with respect to teaching. Since the student teachers in practicing school are not with practical experience. The experienced or cooperating teachers are expected to continue the training of the student teachers in the appropriate skills and attitude of teaching, the micro teaching experience does not absolutely prepare this cadre of teaching personnel for the challenges of teaching. At the inception of teaching, these students get confronted by various needs that range from appropriate lesson plan, breakdown of syllabus into scheme of work. The paper stresses the need for experienced teachers to be role model in preparing the student-teachers or mentes in teaching skills and attitude. The importance of teaching practice, objectives of mentoring, techniques need in mentoring, benefits of mentoring and conclusion are discussed in the study.

scholarly journals TEACHERS SHAPE SECONDARY SCHOOL STUDENTS' BEHAVIOURS THROUGH THE USE OF LEARNING THEORIES: THE CASE OF MALAYSIA

2021 ◽  
Vol 6 (42) ◽  
pp. 30-39
Author(s):  
Nurul Syazana Mohd Jelani ◽  
Siti Suria Salim ◽  
Zeinab Zaremohzzabieh
Keyword(s):  
Secondary School ◽  
Secondary School Students ◽  
Teaching Practice ◽  
Qualitative Approach ◽  
Experienced Teachers ◽  
Learning Theories ◽  
School Students ◽  
Novel Method ◽  
Way Of Thinking ◽  
Teachers Perspectives

The aim of this study is to explore the understanding and the application of learning theories among the teacher in shaping students’ behaviour. In-depth one-to-one interviews with five experienced teachers were carried out to collect the data. Collected data were analysed based on a qualitative approach by using John Hattie’s eight-mind frame in order to build consistent data. Two themes and twelve sub-themes emerged from the interviews, including mindset (mind-frame 1 to 8) and practices (punishments, rewards, approaches the students, and way of thinking). The findings demonstrated that while teachers' perspectives on learning theories varied, they are largely consistent with Hattie’s mind frame. When perceptions and beliefs are shared, Hattie's mind frames may prove the way of thinking, and it can identify a successful teacher's style of thinking. Learning theories are important for students' learning, according to the teachers in our study, however, it depends on the practices and how the teachers apply the practices in learning theories. Going forward, this research adds to the moulding of school students' behaviours by allowing teachers to use these learning theories in a novel method that could become a new teaching practice in the school system.

scholarly journals INSIGHTS INTO INNOVATION OF INITIAL SCIENCE TEACHER TRAINING

2012 ◽  
Vol 45 (1) ◽  
pp. 10-18
Author(s):  
Petr Emanovský ◽  
Bronislava Štěpánková
Keyword(s):  
Teacher Training ◽  
Science Teacher ◽  
Science Teachers ◽  
Teaching Practice ◽  
Study Programme ◽  
Study Programs ◽  
Professional Science ◽  
The Difference ◽  
Science Teacher Training

The quality of science education is a very contemporary didactic topic at present. Improving the quality of this education is unthinkable without a quality science teacher training at universities and other educational institutions. Some innovation of contents and organization of the study programme for future science teachers was realized within the ESF project "Professional science teacher training for careers in a competitive environment" at Faculty of Science of Palacký University in Olomouc, Czech Republic. The project focuses on improving the training of teachers of all science branches in connection with the growing needs of the current competitive labour market. One of the main aims of the project leading to this improvement was the creation of new and innovated subjects oriented to teaching practice. A research focused on finding benefits of the new subjects for students was realized within the project. The objective of the research was to investigate the difference between students’ expectations and real benefits of the subjects. The research results were very useful as a feedback for a subsequent modification of the study programs. Some particular examples of the process and results of the research are described in the paper. Key words: initial teacher training, science subjects, innovation, evaluation.

scholarly journals Secondary School Science Teacher Response to Minimum Competency Assessment: Challenges and Opportunities

2022 ◽  
Vol 8 (1) ◽  
pp. 124-131
Author(s):  
Sri Yamtinah ◽  
Budi Utami ◽  
Mohammad Masykuri ◽  
Bakti Mulyani ◽  
Maria Ulfa ◽  
...  
Keyword(s):  
Secondary School ◽  
Science Teachers ◽  
School Science ◽  
Competency Assessment ◽  
Ict Literacy ◽  
Secondary School Science ◽  
Teachers Perceptions ◽  
Challenges And Opportunities ◽  
Teacher's Perception

Teachers have an essential role in preparing students for Minimum Competency Assessment (MCA) or Asesmen Kompetensi Minimum (AKM). It takes preparation, readiness, and a good teacher's perception of the AKM so that the implementation of this program goes well. This study aims to analyze teachers' perceptions in secondary schools related to the opportunities and challenges of implementing AKM. A total of 66 secondary school science teachers participated as respondents in this study. Respondents in this study were randomly selected based on their willingness to fill out a given survey. The data collection instruments were six open-ended questions. This instrument is distributed online using Google Forms. The data obtained were then analyzed qualitatively and quantitatively. The results of this study reveal that the majority of science teachers have the perception that AKM policy is appropriate and suitable for implementation. However, the availability of supporting facilities and ICT literacy of students and teachers is considered a challenge that must be met. On the other hand, AKM and National Assessment (NA) are considered opportunities to improve the quality of education both nationally and locally in schools. This research is expected to reference the perception of science teachers about the challenges and opportunities for implementing AKM policies in junior high schools

scholarly journals Teaching practice in teachers’ initial training in Cape Verde: supervisors’ perspectives

2020 ◽  
pp. 3-26
Author(s):  
Isabel Salomé de Miranda Santos de Lima ◽  
Ana Isabel Andrade ◽  
Nilza Maria Vilhena Nunes da Costa
Keyword(s):  
Teacher Education ◽  
Secondary School ◽  
Teaching Practice ◽  
Secondary School Teachers ◽  
Training Needs ◽  
Cape Verde ◽  
Initial Teacher Education ◽  
Initial Training ◽  
School Teachers

This article aims to characterize the supervisors’ discourse about their TP in the context of initial teacher education of future Secondary School teachers in Cape Verde, trying to understand some of their limitations and/or failures while performing their academical duties and, consequently, their training needs. The methodology involves construction, validation, and application of questionnaires with 10 institutional supervisors, 19 cooperative supervisors and 66 future teachers, and in order to better understand the results interviews with 3 Higher Education supervisors and 3 school supervisors were carried out. The results show that it is urgent to develop supervisors’ competences, in order to promote reflexive and critical teachers, based on thinking and acting, as well as to increase collaboration with their peers, in a reflective scenario of teacher education. This will certainly enhance the quality of their supervisor role, and make them more active in their professional development, profile of trainees and, consequently, education in the archipelago, at large

scholarly journals Teachers’ Attitudes to Including Indigenous Knowledges in the Australian Science Curriculum

2015 ◽  
Vol 45 (1) ◽  
pp. 80-90 ◽  
Author(s):  
Renee Baynes
Keyword(s):  
Social Justice ◽  
Secondary School ◽  
Science Teachers ◽  
Classroom Practice ◽  
Teaching Practice ◽  
Science Curriculum ◽  
National Curriculum ◽  
School Science ◽  
Attitudes And Beliefs ◽  
Indigenous Knowledges

With the introduction of the Australian National Curriculum containing theAboriginal and Torres Strait Islander Histories and CulturesCross-Curriculum Priority (CCP) andIntercultural UnderstandingGeneral Capability, there has been a renewed push to embed Indigenous content into secondary school subjects. This paper considers the attitudes and beliefs of a group of secondary school science teachers to the current imperative to include Indigenous knowledges and perspectives in classroom practice. Through a Participatory Action Research (PAR) cycle, teachers contextualised and conceptualised the CCP in terms of social justice, pedagogy, and student engagement. The PAR process allowed them to develop a personal and intellectual engagement prior to attempting to teach Indigenous knowledges in their classrooms. Teacher attitudes and beliefs are identified in terms of their vision of a science education inclusive of Indigenous content, their hopes for the inclusions and the impediments they perceive to implementation in classroom practice. Allowing teachers the opportunity to engage in meaningful dialogue resulted in the articulation of a path forward for their teaching practice that aligned with their political and social justice concerns.

scholarly journals ADOPTION OF ICT INNOVATIONS BY SECONDARY SCHOOL TEACHERS AND PRE-SERVICE TEACHERS WITHIN CHEMISTRY EDUCATION

2017 ◽  
Vol 16 (4) ◽  
pp. 510-523
Author(s):  
Martin Rusek ◽  
Dagmar Stárková ◽  
Vlastimil Chytrý ◽  
Martin Bílek
Keyword(s):  
Secondary School ◽  
Diffusion Of Innovation ◽  
Diffusion Of Innovations ◽  
Chemistry Education ◽  
Role Model ◽  
Teaching Practice ◽  
Teaching Experience ◽  
Ict In Education ◽  
Information And Communication ◽  
Teachers Attitudes

This research is focused on secondary school chemistry teachers’ (N=276) and chemistry pre-service teachers’ (N=159) attitudes towards the use of information and communication technology (ICT) in education. A questionnaire constructed upon Rogers’ theory of diffusion of innovation was used. Based on the answers, the respondents were grouped according to their innovativeness – into types of innovation adopters. Analysis of the participants’ responses to the statements in the questionnaire suggests that neither gender nor their teaching experience influence their innovativeness. The respondents mostly tend to hold a pragmatic view, accept the role of ICT in education. However, they need proof to decide whether to adopt it in their teaching practice. As the respondents could leave their contact information, it is possible to further focus on particular groups of innovation adopters, to observe their lessons, analyse their approach and mainly influence and support those groups, which maintain a “role model” position and trigger diffusion of innovations. Keywords: chemistry education, ICT, diffusion of innovations, teachers’ attitudes, pre-service teachers’ attitudes.

scholarly journals Impact of a Training Programme on the e-rubric Evaluation of Gamification Resources with Pre-Service Secondary School Science Teachers

2021 ◽  
Author(s):  
Antonio-Joaquín Franco-Mariscal ◽  
Daniel Cebrián-Robles ◽  
Noela Rodríguez-Losada
Keyword(s):  
Secondary School ◽  
Science Teachers ◽  
Social Constructivism ◽  
Teaching Practice ◽  
Real Life ◽  
Training Programme ◽  
School Science ◽  
Secondary School Science ◽  
The Impact ◽  
Pre Service Teacher

AbstractSocial constructivism is a learning approach in which students actively construct their own knowledge by way of experiences and interactions with others. As such, it is important to highlight both individual and group-based reflection practices in pre-service teacher training as a key aspect for improving teaching practice. This paper presents the results of the design and implementation of a training programme of 7 sessions (8.5 h of class participation plus 25 h of personal homework) for pre-service secondary school science teachers, who were asked to design a gamification resource and an e-rubric to evaluate it. Subsequent improvement of this e-rubric was enhanced by performing different reflection activities at key moments. The programme was carried out by 50 Spanish pre-service teachers from Málaga (Spain). Data collection centred on the e-rubrics designed, the emotions experienced and the possible transfer to real-life practice performed six months later. The impact of reflections on the evaluation was studied by analysing the evolution of the categories proposed by the participants for the e-rubric at different times, with marked changes being found during design and preparation of the gamification resource, and only very minor changes post-implementation. In addition, a group-based criteria consensus session favoured a more in-depth reflection. Interest was the main emotion experienced by pre-service teachers, especially during preparation and use of the resource. The programme also had a marked impact on transfer of the e-rubric into practice, as did the designed resource, although to a lesser extent.

scholarly journals Exploring the TPACK of Taiwanese secondary school science teachers using a new contextualized TPACK model

2013 ◽  
Vol 29 (4) ◽  
Author(s):  
Syh-Jong Jang ◽  
Meng-Fang Tsai
Keyword(s):  
Secondary School ◽  
Secondary Schools ◽  
Content Knowledge ◽  
Science Teachers ◽  
Teaching Experience ◽  
School Science ◽  
Influential Factors ◽  
Font Size ◽  
Secondary School Science ◽  
Technology Knowledge

<span style="font-family: 新細明體; font-size: small;"> </span><p>Technological pedagogical and content knowledge (TPACK) has been one of the steering theoretical concepts widely employed by researchers in order to examine and develop teachers' knowledge of integrating technology into teaching. Existing research on TPACK shows little about in-service secondary school science teachers' TPACK through a quantitative approach. The purposes of this study were to explore TPACK of secondary school science teachers using a new contextualized TPACK model. Associations between in-service teachers' TPACK and other factors were also examined. The TPACK questionnaire was mailed to secondary schools randomly selected across different parts of Taiwan, and return envelopes were provided for completed questionnaires. There were 1292 science teachers from secondary schools for factor analysis. An independent samples <em>t</em>-test was conducted when there were two groups (i.e., gender) to be compared for TPACK. ANOVA was conducted when there were more than two groups (i.e., science teaching experience) compared for TPACK. The results indicated that secondary science teachers' TPACK was statistically significant according to gender and teaching experience. With the consideration of other TPACK sub-components, male science teachers rated their technology knowledge significantly higher than did female teachers. Experienced science teachers tended to rate their content knowledge and pedagogical content knowledge in context (PCKCx) significantly higher than did novice science teachers. However, science teachers with less teaching experience tended to rate their technology knowledge and technological content knowledge in context (TPCKCx) significantly higher than did teachers with more teaching experience. The study shows how gender and teaching experience were influential factors for secondary school science teachers' TPACK. The research implications of this study are provided along with suggestions.</p><p class="MsoNormal" style="margin: 0cm 0cm 0pt; text-align: justify; text-justify: inter-ideograph;"> </p><span style="font-family: 新細明體; font-size: small;"> </span>

scholarly journals PATHWAYS – A Case of Large-Scale Implementation of Evidence-Based Practice in Scientific Inquiry-Based Science Education

2017 ◽  
Vol 6 (2) ◽  
pp. 8 ◽  
Author(s):  
Sotirou, Sofoklis ◽  
Bybee, Rodger W. ◽  
Franz X. Bogner
Keyword(s):  
Professional Development ◽  
Science Education ◽  
Science Teachers ◽  
Large Scale ◽  
Teaching Practice ◽  
Empirical Support ◽  
Educational Systems ◽  
Inquiry Teaching ◽  
Bottom Up ◽  
Student Centered

The fundamental pioneering ideas about student-centered, inquiry-based learning initiatives are differing in Europe and the US. The latter had initiated various top-down schemes that have led to well-defined standards, while in Europe, with its some 50 independent educational systems, a wide variety of approaches has been evolved. In this present paper, we portray a European bottom-up initiative, “PATHWAY to Inquiry Based Science Education”, to define a basis for learning initiatives and to meet current challenges to access learning, to share knowledge and establish competences in learning communities. Our approach was designed to act as bottom-up catalyst by mobilizing teacher communities to (further) foster inquiry. Of a sample of 10.053 science teachers from 15 European countries (incl. Russia), about 5060 provided empirical support for our teachers’ professional development initiative. The response pattern portrayed teachers’ preferences and pointed to potential needs in professional development (PD) efforts. On average, our sample reported an altogether 11 years’ period of teaching practice in general but just 2-3 years of experience in inquiry-teaching. In the view of that, consequences for professional development (PD) initiatives are discussed.

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