Comparing Classroom Interactive Behaviors of Science and Non-Science Pre-Service Teachers

Autor/inn/en	Bergman, Daniel; Morphew, Jason
Titel	Comparing Classroom Interactive Behaviors of Science and Non-Science Pre-Service Teachers
Quelle	In: Journal of Classroom Interaction, 49 (2014) 2, S.4-10 (7 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0749-4025
Schlagwörter	Comparative Analysis; Preservice Teachers; Classroom Observation Techniques; Methods Courses; Science Teachers; Secondary School Teachers; Questioning Techniques; Inquiry; Science Instruction; Learner Engagement; Teacher Behavior; Academic Achievement; Test Items; Student Centered Learning; Teaching Methods; Statistical Analysis; Science Education + Suchen Sie Ihr Suchwort? Methodisch-didaktische Anleitung; Science; Teacher; Teachers; Science teacher; Wissenschaft; Lehrer; Lehrerin; Lehrende; Befragungstechnik; Fragetechnik; Teaching of science; Science education; Natural sciences Lessons; Naturwissenschaftlicher Unterricht; Teacher behaviour; Lehrerverhalten; Schulleistung; Test content; Testaufgabe; Group work; Student-entered learning; Student-centred learning; Student centred learning; Schülerorientierter Unterricht; Schülerzentrierter Unterricht; Gruppenarbeit; Teaching method; Lehrmethode; Unterrichtsmethode; Statistische Analyse; Naturwissenschaftliche Bildung
Abstract	This study compared classroom interactive behaviors of science pre-service teachers and pre-service teachers of other subjects. Participants included pre-service teachers enrolled in a general methods course for secondary educators and its school-based fieldwork counterpart. Statistical tests found that science pre-service teachers had fewer incidents of "teacher talk" (lecturing, giving directions), and more frequently asked closed-ended questions than their non-science counterparts. There was no significant difference in the frequency of asking open-ended questions or with types of responding behaviors. Implications include the important role of teacher preparation programs and faculty in exposing future teachers to pedagogical strategies necessary for effective instruction. (As Provided).
Anmerkungen	University of Houston, College of Education. 442 Farish Hall, Houston, TX 77204-5026. Web site: http://www.jciuh.org/
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2018/2/04