Revealing Student Teacher's Thinking through Dilemma Analysis

Autor/inn/en	Talanquer, Vicente; Tomanek, Debra; Novodvorsky, Ingrid
Titel	Revealing Student Teacher's Thinking through Dilemma Analysis
Quelle	In: Journal of Science Teacher Education, 18 (2007) 3, S.399-421 (23 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1046-560X
DOI	10.1007/s10972-007-9047-6
Schlagwörter	Program Effectiveness; Science Teachers; Teacher Attitudes; Student Teachers; Reflective Teaching; Student Motivation; Academic Achievement; Decision Making + Suchen Sie Ihr Suchwort? Science; Teacher; Teachers; Science teacher; Wissenschaft; Lehrer; Lehrerin; Lehrende; Lehrerverhalten; Lehramtsstudent; Lehramtsstudentin; Referendar; Referendarin; Schulische Motivation; Schulleistung; Decision-making; Entscheidungsfindung
Abstract	We explore the potential of dilemma analysis as an assessment tool to reveal student teachers' thinking and concerns about their practice. For this purpose we analyze the dilemma analyses completed by 22 student teachers enrolled in our science teacher preparation program over a period of four semesters. Student teachers' dilemmas fall into two main groups: dilemmas about student performance and dilemmas associated with instructional decisions. These dilemmas reveal a variety of concerns that student teachers have about their work. In particular, concerns about lack of student motivation and its consequences on performance and instruction play a central role in student teachers' thinking. The recognition of common patterns of thought in our student teacher thinking has made us reflect on and re-evaluate important components of the curriculum in our science teacher preparation program. (Author).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2017/4/10