A Training Programme on Managing Science Class Interactions: Its Impact on Teachers' Practises and on Their Pupils' Achievement

Autor/inn/en	Morge, Ludovic; Toczek, Marie-Christine; Chakroun, Nadia
Titel	A Training Programme on Managing Science Class Interactions: Its Impact on Teachers' Practises and on Their Pupils' Achievement
Quelle	In: Teaching and Teacher Education: An International Journal of Research and Studies, 26 (2010) 3, S.415-426 (12 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0742-051X
DOI	10.1016/j.tate.2009.05.008
Schlagwörter	Chemistry; Misconceptions; Secondary School Students; Outcomes of Education; Physics; Science Teachers; Classroom Techniques; Science Instruction; Preservice Teacher Education; Teacher Education Curriculum; Preservice Teachers; Teaching Methods; Teacher Student Relationship; Instructional Effectiveness + Suchen Sie Ihr Suchwort? Chemie; Missverständnis; Sekundarschüler; Lernleistung; Schulerfolg; Physik; Science; Teacher; Teachers; Science teacher; Wissenschaft; Lehrer; Lehrerin; Lehrende; Klassenführung; Teaching of science; Science education; Natural sciences Lessons; Naturwissenschaftlicher Unterricht; Lehramtsstudiengang; Lehrerausbildung; Teaching method; Lehrmethode; Unterrichtsmethode; Teacher student relationships; Lehrer-Schüler-Beziehung; Unterrichtserfolg
Abstract	This research evaluates the impact of a training programme on trainee physics and chemistry teachers, focusing on the way pupils' explanations are dealt with during teacher-pupil interaction. The population is composed of 10 teachers and 303 pupils, from which the experimental sample was taken (8 teachers and 172 pupils). The qualitative analysis of the recordings of the sessions shows that teachers, after training, are more ready to take pupils' productions into account, use a greater number of appropriate arguments, and are more frequently aware of pupils' misconceptions. A quantitative analysis of the achievement of pupils whose teachers followed the complete programme indicates that pupil outcomes improve. The conditions required for this training to be effective are also explored. (Contains 2 tables and 2 figures.) (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2017/4/10