Understanding How Secondary Science Teacher Candidates Learn to Teach: Analyzing the Role of Knowledge, Practice, and Professional Identity

Autor/in	Kang, Hosun
Titel	Understanding How Secondary Science Teacher Candidates Learn to Teach: Analyzing the Role of Knowledge, Practice, and Professional Identity
Quelle	(2011), (295 Seiten) PDF als Volltext Verfügbarkeit Ph.D. Dissertation, Michigan State University
Sprache	englisch
Dokumenttyp	gedruckt; online; Monographie
ISBN	978-1-1248-1859-7
Schlagwörter	Hochschulschrift; Dissertation; Class Activities; Learning Activities; Science Teachers; Beginning Teachers; Teaching Methods; Mentors; Professional Identity; Educational Practices; Knowledge Base for Teaching; Teacher Education Programs; Teaching Styles; Teacher Characteristics; Lesson Plans; Protocol Materials; Interviews; Secondary School Science; Secondary School Teachers; Inquiry; Instructional Development; Educational Strategies; Teacher Attitudes + Suchen Sie Ihr Suchwort? Thesis; Dissertations; Academic thesis; Lernaktivität; Science; Teacher; Teachers; Science teacher; Wissenschaft; Lehrer; Lehrerin; Lehrende; Junior teacher; Junglehrer; Teaching method; Lehrmethode; Unterrichtsmethode; Bildungspraxis; Teaching theory; Theory of teaching; Unterrichtstheorie; Lehrstil; Unterrichtsstil; Lesson planning; Unterrichtsplanung; Unterrichtsprotokoll; Interviewing; Interviewtechnik; Teaching improvement; Unterrichtsentwicklung; Lehrstrategie; Lehrerverhalten
Abstract	This study investigates the mechanism of beginning teachers' learning in the context of a university-based teacher preparation program. The purpose is to understand "how" and "why" secondary science teacher candidates from the same university-based teacher preparation program develop different kinds of practices of science teaching as their responses to deliberately designed occasions for learning. This study focuses on two key science teaching practices--(a) planning and enacting classroom activities, and (b) assessing and responding to students--that are closely connected to learning from professional communities and learning from students. Fourteen teacher candidates, 14 mentor teachers, and two course instructors participated in this study. Data included written plans and reports of teaching, candidates' teaching videos, interviews with candidates, mentor teachers, and course instructors, candidates' vision statements, and other teaching artifacts. The findings show that the candidates' ways of understanding science for teaching and their designated identities--the kind of teacher they want to be and the kind of practice they want to master--play critical roles in their learning from professional communities and from students by affecting their highlighting and interpretation of practices, resources, and advice from the communities of practices. I conclude this study by presenting a mechanism of beginning teacher learning developed from the evidence. The implications for practice and research of teacher education are discussed. [The dissertation citations contained here are published with the permission of ProQuest LLC. Further reproduction is prohibited without permission. Copies of dissertations may be obtained by Telephone (800) 1-800-521-0600. Web page: http://www.proquest.com/en-US/products/dissertations/individuals.shtml.] (As Provided).
Anmerkungen	ProQuest LLC. 789 East Eisenhower Parkway, P.O. Box 1346, Ann Arbor, MI 48106. Tel: 800-521-0600; Web site: http://www.proquest.com/en-US/products/dissertations/individuals.shtml
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2017/4/10