scholarly journals Challenges in the teaching of evolution in the life sciences classroom.

2013 ◽  
Vol 32 (1) ◽  
Author(s):  
Josef J. De Beer ◽  
Elizabeth Henning
Keyword(s):  
Teacher Education ◽  
Curriculum Development ◽  
Conceptual Change ◽  
Qualitative Data ◽  
Life Sciences ◽  
Change Theory ◽  
Religious Faith ◽  
School Life ◽  
Survey Questionnaires

In this article the authors report on research that was conducted about teachers’ views on evolution, which was introduced as a theme in the school life sciences curriculum in 2008. This innovation in the curriculum has been met with mixed reactions. Whereas some teachers embrace this new theme, many teachers are opposed to the teaching of evolution. The article reports on an inquiry that was conducted amongst 255 teachers and in which survey questionnaires were used to collect qualitative data, which was analysed for its discourse. The discourse of the teachers shows that many of them cannot reconcile their religious faith with their teaching and that they may teach the ‘facts’ of evolution, but make sure that they discredit evolution as a theory. This raises serious concerns about teacher education and curriculum development. The authors examine these issues through the lens of conceptual change theory.

When Virtual Communities Click

2010 ◽  
pp. 182-196
Author(s):  
Jeannine Hirtle ◽  
Samuel Smith
Keyword(s):  
Professional Development ◽  
Teacher Education ◽  
Deep Learning ◽  
Communities Of Practice ◽  
Qualitative Data ◽  
Virtual Communities ◽  
Professional Culture ◽  
Knowledge And Skills ◽  
Literacy Educators

Communities of practice (CoP’s)—much touted and studied as a mechanism for teacher education and professional development—may offer environments for deeper learning and transformation of their participants. This chapter examines more meaningful outcomes possible in community-centered learning— deep learning, changes in professional culture and identity, and participants “finding voice”—outcomes of value not often seen in formal educational and traditional professional development settings. Drawing on qualitative data from participants in a three-year community of writers and literacy educators, this study suggests that CoP’s can be linked not only to development of knowledge and skills, but also to changes in participant beliefs, attitudes, voices, visions, and the identities of practicing educators.

Using Qualitative Inquiry and Self-Study to Make Sense of Data Use Practices in Teacher Education

2020 ◽  
Vol 11 (4) ◽  
pp. 34-44
Author(s):  
Jahnette Wilson ◽  
Sam Brower ◽  
Teresa Edgar ◽  
Amber Thompson ◽  
Shea Culpepper
Keyword(s):  
Teacher Education ◽  
Teacher Preparation ◽  
Qualitative Data ◽  
Data Use ◽  
Program Improvement ◽  
Qualitative Inquiry ◽  
Teacher Preparation Program ◽  
Preparation Program ◽  
Self Study

Accountability and rigor in teacher education have been the focus of recent policy initiatives. Thus, data use practices have become increasingly critical to informing program improvement. Educational researchers have established self-study as a research methodology to intentionally be used by teacher educators to improve their practice. The purpose of the self-study described in this article was to examine the data use practices of one teacher preparation program in an effort to facilitate improvement of the program's capacity in using program data. The qualitative data gathered in this case study proved to be pivotal in the continuous improvement efforts of the teacher preparation program; thus, the usefulness and value of the findings within this case study have implications for how institutional self-study and qualitative data can support quantitative programmatic data in order to facilitate programmatic improvement initiatives.

Case Study and Self Study as Means for Program Improvement in Teacher Education

2021 ◽  
pp. 225-241
Author(s):  
Jahnette Wilson ◽  
Samuel R. Brower ◽  
Teresa Edgar ◽  
Amber Thompson ◽  
Shea Culpepper
Keyword(s):  
Teacher Education ◽  
Qualitative Data ◽  
Data Use ◽  
Program Improvement ◽  
Preparation Program ◽  
Policy And Practice ◽  
Educator Preparation ◽  
Educator Preparation Program ◽  
K 12

Proponents of the evidence-based movement in education maintain that decisions around policy and practice should be grounded in data outcomes. However, insufficient research exists on data use in teacher education programs as much of the research on data use is concentrated on K-12 programs. The purpose of this case study was to investigate the data use practices of an educator preparation program so as to facilitate program improvement efforts. The collective qualitative data described in this study was key to informing continuous improvement areas within this educator preparation program. Therefore, this case study offers insight as to how qualitative data can support and inform program improvement efforts.

Difficulties in Field-Based Observation among Pre-Service Teachers: Implications to Practice Teaching

2016 ◽  
Vol 5 (2) ◽  
pp. 101 ◽  
Author(s):  
Maripaz C. Abas
Keyword(s):  
Teacher Education ◽  
Focus Group ◽  
Learning Environment ◽  
Student Teachers ◽  
Field Observation ◽  
Qualitative Data ◽  
Administrative Support ◽  
Cooperating Teachers ◽  
Pre Service Teacher Education ◽  
Pre Service Teacher

<span>Field-based observation has long been a central part of pre-service teacher education in many countries and is crucial for implementing effective practicum of student teachers. T</span><span>his paper focused on the perspectives of graduating pre-service teachers regarding their difficulties </span><span>related to </span><span>administrative support, cooperating teachers, student supervisors, students, peers, assigned tasks and learning environment during their </span><span>17-hour</span><span> field observation </span><span>in selected private and public secondary schools.</span><span> An explanatory sequential mixed-methods research design was adopted utilizing survey questionnaire, Focus Group Interviews, and Key Informant Interview. Quantitative data were obtained from 136 sample respondents through stratified random sampling using proportionate allocation while qualitative data were gathered from 10 pre-service teachers, 10 cooperating teachers, six student supervisors and three school principals who were chosen purposively. Results of descriptive statistical analysis served as  basis  for  the  design  of  qualitative interview and focus group schedules which helped the researcher to  explain, or elaborate on the quantitative results” [1]. Findings of the study showed that pre-service teachers had over-all moderate difficulties during the field observation particularly on students, assigned tasks and learning environment. Findings of the study were substantiated through in-depth discussions of qualitative data. Implications were determined for continued enhancements of the practicum component that can help bridge the theory–practice nexus in pre-service teacher education, and contribute to the development of teachers’ professional competencies</span>

Developing an Administrative Perspective: Toward a Curriculum Framework for Fostering Conceptual Change

1994 ◽  
Vol 4 (4) ◽  
pp. 399-413
Author(s):  
Howard L Jacobs
Keyword(s):  
Conceptual Change ◽  
Educational Administration ◽  
Marcel Proust ◽  
Program Planning ◽  
Change Theory ◽  
Classroom Teachers ◽  
Perspective Drawing ◽  
Curriculum Framework ◽  
Entering Students ◽  
Cognitive Shift

The prior experience of entering students of educational administration as classroom teachers is usually disregarded for purposes of program planning. Nevertheless, that experience can exert a prepotent effect during the early stages of academic induction devoted to developing an administrative perspective. Drawing on conceptual change theory, a curriculum framework can be designed to foster the beginning stage of that cognitive shift during introductory coursework. The real art of discovery consists not in finding new lands, but in seeing with new eyes. -Marcel Proust All seeing is essentially perspective, and so is all knowing. -Friedrich Nietzsche

scholarly journals Reflections on a hospital information committee support project in a rural hospital in South Africa

2013 ◽  
Vol 2 (4) ◽  
pp. 100
Author(s):  
Mc Neill ◽  
Laura Mary Campbell ◽  
CP Blanchard
Keyword(s):  
South Africa ◽  
Rural Area ◽  
Stages Of Change ◽  
Quantitative Data ◽  
Qualitative Data ◽  
Local Level ◽  
Change Theory ◽  
Cross Sectional ◽  
Nursing Managers ◽  
Information Committee

Background: This paper presents an overview of support offered to a hospital information committee by a Hospital Information Committee Support Project (HICSP) in a rural area of South Africa. A specific focus is on the support required at various stages of the project, which was underpinned by Change Theory: any change in practice should be an on-going, phased process (pre-contemplation, contemplation and action). Additionally, change must be seen as having some benefit. Methods: A cross-sectional, mixed-methods evaluation was conducted to determine whether the project had met its aims and to explore participants’ experiences. Quantitative data included: number of meetings held, number of workshops held to develop templates, number of templates developed and in use, and number of action plans developed and implemented. Qualitative data included participants` views of the HICSP. In relation to Change Theory, data was analysed to summarise the type of support required during various stages of the HICSP. Results: Quantitative data revealed that the aims of the HICSP were met. In accordance with Change Theory, support must be regularly provided and must be on-going over a relatively prolonged period of time. Qualitative data illustrated that, generally, the support given was considered to be appropriate and participants continued to collect, analyse, use and monitor data and information on completion of the HICSP. Discussion and conclusions: The need for the strategic use of data at a local level to inform decision making and action is unquestionable. The study demonstrates that in an isolated, rural area an information committee can, in accordance with the stages of Change Theory, be supported and empowered so that hospital and nursing managers can confidently use data in a way that is locally meaningful and responsive.

scholarly journals Prevailing Questions and Methodologies in Biology Education Research: A Longitudinal Analysis of Research in CBE—Life Sciences Education and at the Society for the Advancement of Biology Education Research

2019 ◽  
Vol 18 (1) ◽  
pp. ar9 ◽  
Author(s):  
Stanley M. Lo ◽  
Grant E. Gardner ◽  
Joshua Reid ◽  
Velta Napoleon-Fanis ◽  
Penny Carroll ◽  
...  
Keyword(s):  
Education Research ◽  
Qualitative Data ◽  
Life Sciences ◽  
Biology Education ◽  
Research Trends ◽  
Research Articles ◽  
Descriptive Research ◽  
Research Questions ◽  
Number Of Publications ◽  
Study Context

Biology education research (BER) is a growing field, as evidenced by the increasing number of publications in CBE—Life Sciences Education ( LSE) and expanding participation at the Society for the Advancement of Biology Education Research (SABER) annual meetings. To facilitate an introspective and reflective discussion on how research within LSE and at SABER has matured, we conducted a content analysis of LSE research articles ( n = 339, from 2002 to 2015) and SABER abstracts ( n = 652, from 2011 to 2015) to examine three related intraresearch parameters: research questions, study contexts, and methodologies. Qualitative data analysis took a combination of deductive and inductive approaches, followed by statistical analyses to determine the correlations among different parameters. We identified existing research questions, study contexts, and methodologies in LSE articles and SABER abstracts and then compared and contrasted these parameters between the two data sources. LSE articles were most commonly guided by descriptive research questions, whereas SABER abstracts were most commonly guided by causal research questions. Research published in LSE and presented at SABER both prioritize undergraduate classrooms as the study context and quantitative methodologies. In this paper, we examine these research trends longitudinally and discuss implications for the future of BER as a scholarly field.

scholarly journals Curriculum development through critical collaborative professional enquiry

2016 ◽  
Vol 1 (1) ◽  
pp. 92-106 ◽  
Author(s):  
Valerie Drew ◽  
Mark Priestley ◽  
Maureen K. Michael
Keyword(s):  
Curriculum Development ◽  
Design Methodology ◽  
Qualitative Data ◽  
Local Authority ◽  
Structured Interviews ◽  
Multiple Sources ◽  
Educational Improvement ◽  
Content Type ◽  
Development Processes ◽  
Original Approach

Purpose – In recent years, there has been considerable interest within education policy in collaborative professional enquiry/inquiry methodologies, both as an alternative to top-down implementation of change and for the purpose of fostering educational improvement. However, researchers have been critical of this approach, pointing to various concerns: these include the risk of reducing a developmental methodology to an instrumental means for delivering policy, as well as issues around sustainability of practices. The purpose of this paper is to describe a Scottish university/local authority partnership, which developed an approach entitled Critical Collaborative Professional Enquiry, designed to address some of these concerns. The paper also reports on empirical outcomes related to the partnership project. Design/methodology/approach – This interpretivist study generated qualitative data from multiple sources, utilising a range of methods including semi-structured interviews with teachers and school leaders, evaluation surveys and analysis of artefacts developed during the inquiry phases of the project. Findings – This programme exerted a powerful effect on the teachers who participated. The research suggests that teachers developed better understandings of the curriculum, and of curriculum development processes. There is evidence of innovation in pedagogy, some sustained and radical in nature, and further evidence of changes to the cultures of the participating schools, for example, a shift towards more democratic ways of working. Originality/value – This paper reports upon an original approach to curriculum development, with considerable potential to transform the ways in which schools approach innovation.

Sign in / Sign up

Export Citation Format

Share Document