Relationship between Preferred and Actual Opinions about Inquiry-Based Instruction Classroom

Autor/in	Nuangchalerm, Prasart
Titel	Relationship between Preferred and Actual Opinions about Inquiry-Based Instruction Classroom
Quelle	In: European Journal of Science and Mathematics Education, 5 (2017) 1, S.67-73 (7 Seiten)Infoseite zur Zeitschrift PDF als Volltext kostenfreie Datei Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	2301-251X
Schlagwörter	Foreign Countries; Preservice Teachers; Student Teacher Attitudes; Opinions; Preferences; Expectation; Inquiry; Active Learning; Practicums; Observation; Lesson Plans; Interviews; Pedagogical Content Knowledge; Theory Practice Relationship; Science Teachers; Correlation; Science Instruction; Statistical Analysis; Likert Scales; Qualitative Research; Thailand + Suchen Sie Ihr Suchwort? Ausland; Lehrmeinung; Expectancy; Erwartung; Aktives Lernen; Practicum; Praktikum; Praktika; Beobachtung; Lesson planning; Unterrichtsplanung; Interviewing; Interviewtechnik; Pädagogische Kompetenz; Theorie-Praxis-Beziehung; Science; Teacher; Teachers; Science teacher; Wissenschaft; Lehrer; Lehrerin; Lehrende; Korrelation; Teaching of science; Science education; Natural sciences Lessons; Naturwissenschaftlicher Unterricht; Statistische Analyse; Likert-Skala; Qualitative Forschung
Abstract	Based on 10 preservice science teachers in 4 schools, this study presents a detailed analysis of how preservice teacher expectation interacts with school practicum and authentic classroom action of inquiry-based instruction. Classroom observation, lesson plan analysis, and interviews revealed that inquiry-based instruction in the expectation and authentic classroom seems to them not differently perceived. Exploring the relationship of this study allows for teacher preparation program of the mechanisms of the science teacher production. Pedagogical content knowledge is studied and it indicated that preservice science teachers had the highest level of understanding. The implication is that changes in school practices that incubate theory and practice ways increase their role about inquire-based instruction, including science teacher's attributes. (As Provided).
Anmerkungen	European Journal of Science and Mathematics Education. Eastern Mediterranean University, Farnagusta, TRNC, Mersin 10, Turkey. e-mail: editor@scimath.net; Web site: http://www.scimath.net
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01