Teaching Chemistry in a Spiral Progression Approach: Lessons from Science Teachers in the Philippines

Autor/inn/en	Orbe, Joymie R.; Espinosa, Allen A.; Datukan, Janir T.
Titel	Teaching Chemistry in a Spiral Progression Approach: Lessons from Science Teachers in the Philippines
Quelle	In: Australian Journal of Teacher Education, 43 (2018) 4, S.17-30, Artikel 2 (14 Seiten)Infoseite zur Zeitschrift PDF als Volltext kostenfreie Datei Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0313-5373
Schlagwörter	Foreign Countries; Science Instruction; Science Teachers; Preservice Teacher Education; Elementary Secondary Education; Teacher Competencies; Barriers; Pedagogical Content Knowledge; Sciences; Job Satisfaction; Administrator Role; Science Laboratories; Educational Resources; Testing; Chemistry; Science Curriculum; Self Efficacy; Interviews; Teacher Attitudes; Philippines + Suchen Sie Ihr Suchwort? Ausland; Teaching of science; Science education; Natural sciences Lessons; Naturwissenschaftlicher Unterricht; Science; Teacher; Teachers; Science teacher; Wissenschaft; Lehrer; Lehrerin; Lehrende; Lehramtsstudiengang; Lehrerausbildung; Lehrkunst; Pädagogische Kompetenz; Labor; Labour; Satisfaction; Arbeit; Zufriedenheit; Bildungsmittel; Testdurchführung; Testen; Chemie; Self-efficacy; Selbstwirksamkeit; Interviewing; Interviewtechnik; Lehrerverhalten; Philippinen
Abstract	As the Philippines moves towards implementing the K-12 curriculum, there has been a mismatch in teacher preparation in science. The present teacher education curriculum prepares science teachers to specialise in a specific field (e.g. integrated science, biology, chemistry, and physics). However, in the K-12 curriculum, they are required to teach all the sciences in a spiral progression approach. Hence, this study analysed the experiences of science teachers in teaching chemistry in the K-12 curriculum in order to identify their challenges and how they are overcoming them. Findings suggest that the teacher's content, pedagogy, and assessment in chemistry are problematic; specifically, challenges such as instruction-related factors, teacher competence, in-service training sufficiency, job satisfaction, support from upper management, laboratory adequacy, school resources, assessment tools, and others influence teacher success in teaching chemistry. These identified challenges greatly affect the ultimate beneficiaries of education, which is the learner. (As Provided).
Anmerkungen	Edith Cowan University. Bradford Street, Mount Lawley, West Australia 6050, Australia. Web site: http://ro.ecu.edu.au/ajte/
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01