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Autor/inn/en | Cartwright, T. J.; Hallar, B. |
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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 |
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 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). |
Anmerkungen | Routledge. Available from: Taylor & Francis, Ltd. 530 Walnut Street Suite 850, Philadelphia, PA 19106. Tel: 800-354-1420; Tel: 215-625-8900; Fax: 215-207-0050; Web site: http://www.tandf.co.uk/journals |
Erfasst von | ERIC (Education Resources Information Center), Washington, DC |
Update | 2020/1/01 |