Taking Risks with a Growth Mindset: Long-Term Influence of an Elementary Pre-Service after School Science Practicum

Autor/inn/en	Cartwright, T. J.; Hallar, B.
Titel	Taking Risks with a Growth Mindset: Long-Term Influence of an Elementary Pre-Service after School Science Practicum
Quelle	In: International Journal of Science Education, 40 (2018) 3, S.348-370 (23 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0950-0693
DOI	10.1080/09500693.2017.1420269
Schlagwörter	After School Programs; Preservice Teachers; Elementary School Science; Practicums; Longitudinal Studies; Risk; Elementary School Teachers; Grade 3; Grade 5; Scientific Methodology; Science Instruction; Questionnaires; Semi Structured Interviews; Observation; Teaching Methods; Qualitative Research + Suchen Sie Ihr Suchwort? After school education; After-school programs; Program; Programs; Programme; Außerschulische Jugendbildung; Programm; Practicum; Praktikum; Praktika; Longitudinal study; Longitudinal method; Longitudinal methods; Längsschnittuntersuchung; Risiko; Elementary school; Teacher; Teachers; Grundschule; Volksschule; Lehrer; Lehrerin; Lehrende; School year 03; 3. Schuljahr; Schuljahr 03; School year 05; 5. Schuljahr; Schuljahr 05; Teaching of science; Science education; Natural sciences Lessons; Naturwissenschaftlicher Unterricht; Fragebogen; Beobachtung; Teaching method; Lehrmethode; Unterrichtsmethode; Qualitative Forschung
Abstract	In this study, we present the long-term influence of an after school science practicum associated with an elementary science methods course. The practicum or field experience could be considered a community-based service learning programme as it is situated both within and for the community. Study participants included eight third- and fifth-grade teachers who had participated in elementary science methods courses; four of these teachers participated in the after school teaching practicum while four participants experienced a more traditional observation-based elementary science practicum. All of these teachers were in their second or third year teaching which was 3-4 years after taking the methods course. Investigation methods included questionnaires, field observations and semi-structured, individual interviews. Teachers more regularly utilised reform-based teaching strategies and cited the after school teaching practicum as preparing them to use these strategies in their own classrooms. All teachers exhibited a growth mindset to some degree, but the after school practicum participants did demonstrate a wider use of reformed-based teaching strategies and a higher growth mindset. Elementary teachers perceive risk associated with these key aspects of instruction: (1) managing instruction and classroom management, (2) teaching science through guided inquiry, and (3) overcoming adoptions in other 'mandated' curriculum like math and reading. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01