Literaturnachweis - Detailanzeige
Autor/inn/en | Melville, Wayne; Campbell, Todd; Fazio, Xavier; Stefanile, Antonio; Tkaczyk, Nicholas |
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Titel | Problematizing the Practicum to Integrate Practical Knowledge |
Quelle | In: Research in Science Education, 44 (2014) 5, S.751-775 (25 Seiten)Infoseite zur Zeitschrift
PDF als Volltext |
Sprache | englisch |
Dokumenttyp | gedruckt; online; Zeitschriftenaufsatz |
ISSN | 0157-244X |
DOI | 10.1007/s11165-014-9404-3 |
Schlagwörter | Practicums; Preservice Teachers; Science Education; Secondary School Science; Mixed Methods Research; Interviews; Teacher Educators; Cooperating Teachers; Student Attitudes; Teaching Experience; Prior Learning |
Abstract | This article examines the influence of a practicum teaching experience on two pre-service science teachers. The research is focused on examining a practicum in a secondary science department that actively promotes the teaching and learning of science as inquiry. We investigated the process through which the pre-service science teachers integrated their practical knowledge, and examined this in the context of the quantified reformed instruction they enacted. Using a mixed methods design, we have quantified these pre-service science teachers' practice using the Reformed Teaching Observation Protocol (Piburn et al. 2000), in concert with a narrative methodology drawn from in-depth interviews. Our analysis of the data indicates two important conclusions. The first is the importance of a consistently reformed image of science education being presented and practiced by both science teacher educators and cooperating teachers. The second is the recognition that a consistently reformed image may not be sufficient, of itself, to challenge pre-service teachers' views of science education. Pre-service teachers appear to be heavily influenced by their biographies and own science education. Consequently, it appears the extent to which a pre-service teacher identifies problems of teaching and learning, and then works toward possible resolution, influences their progress in shaping reformed views of science education. (As Provided). |
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Erfasst von | ERIC (Education Resources Information Center), Washington, DC |
Update | 2017/4/10 |