Jordanian Chemistry Teachers' Views on Teaching Practices and Educational Reform

Autor/inn/en	Al-Amoush, Siham A.; Markic, Silvija; Eilks, Ingo
Titel	Jordanian Chemistry Teachers' Views on Teaching Practices and Educational Reform
Quelle	In: Chemistry Education Research and Practice, 13 (2012) 3, S.314-324 (11 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1756-1108
DOI	10.1039/C2RP20022H
Schlagwörter	Chemistry; Science Teachers; Secondary School Teachers; Experienced Teachers; Science Education; Educational Change; Teaching Methods; Teacher Attitudes; Semi Structured Interviews; Foreign Countries; Jordan + Suchen Sie Ihr Suchwort? Chemie; Science; Teacher; Teachers; Science teacher; Wissenschaft; Lehrer; Lehrerin; Lehrende; Naturwissenschaftliche Bildung; Bildungsreform; Teaching method; Lehrmethode; Unterrichtsmethode; Lehrerverhalten; Ausland
Abstract	This study evaluates experienced teachers' views of chemistry teaching and learning and educational reform in Jordan. The main focus is an investigation of applied teaching practices in chemistry education, including educators' perception of the intentions and effects of ongoing educational reforms. The study is based on semi-structured interviews of 12 experienced chemistry teachers from 10 different schools in Jordan. These interviews were inspired both by the theoretical framework of the reform process in Jordan and also a previous study of pre- and in-service Jordanian teachers' beliefs, where they were asked about the pedagogies and goals of chemistry teaching and learning. The views and experiences of the teachers in the current study do not differ much from the beliefs described in the first case study: teacher-centered beliefs dominate. Nevertheless, participants in this study also spoke about their intention to change and common obstacles to such reform. In general, most teachers do not feel personally capable of developing and implementing change on their own. They also do not feel that they constitute a recognized and active part within the ongoing reform processes. Implications for teacher training and educational reform in Jordan will also be addressed. (Contains 1 table.) (As Provided).
Anmerkungen	Royal Society of Chemistry. Thomas Graham House, Science Park, Milton Road, Cambridge, CB4 0WF, UK. Tel: +44-1223 420066; Fax: +44-1223 423623; e-mail: cerp@rsc.org; Web site: http://www.rsc.org/cerp
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2017/4/10