An Exploration of the Science Teaching Orientations of Indian Science Teachers in the Context of Curriculum Reform

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Autor/in	Nargund-Joshi, Vanashri
Titel	An Exploration of the Science Teaching Orientations of Indian Science Teachers in the Context of Curriculum Reform
Quelle	(2012), (266 Seiten) PDF als Volltext Verfügbarkeit Ph.D. Dissertation, Indiana University
Sprache	englisch
Dokumenttyp	gedruckt; online; Monographie
ISBN	978-1-2679-3793-3
Schlagwörter	Hochschulschrift; Dissertation; Foreign Countries; Science Teachers; Science Instruction; Curriculum Development; National Curriculum; Orientation; Elementary School Teachers; Middle School Teachers; Secondary School Teachers; Science Curriculum; Public Schools; Private Schools; Context Effect; Alignment (Education); Content Analysis; Interviews; Principals; Observation; Pedagogical Content Knowledge; Constructivism (Learning); Inquiry; Active Learning; India + Suchen Sie Ihr Suchwort? Thesis; Dissertations; Academic thesis; Ausland; Science; Teacher; Teachers; Science teacher; Wissenschaft; Lehrer; Lehrerin; Lehrende; Teaching of science; Science education; Natural sciences Lessons; Naturwissenschaftlicher Unterricht; Curriculum; Development; Curriculumentwicklung; Lehrplan; Entwicklung; Orientierung; Elementary school; Grundschule; Volksschule; Middle school; Middle schools; Mittelschule; Mittelstufenschule; Public school; Öffentliche Schule; Private school; Privatschule; Inhaltsanalyse; Interviewing; Interviewtechnik; Principal; Schulleiter; Beobachtung; Pädagogische Kompetenz; Aktives Lernen; Indien
Abstract	This study explores the concepts and behaviors, otherwise referred to as "orientations", of six Indian science teachers and the alignment of these orientations to the 2005 India National Curriculum Framework (NCF-2005). Differences in teachers' orientations across grade bands (elementary, middle, and secondary) and school types (public versus private) are also examined to determine how contextual factors may influence this alignment. First, a content analysis of the NCF-2005 was completed to identify the overarching principles of the NCF-2005 and goals specific to the teaching and learning of science. Interviews with school principals were also analyzed to understand how the goals of NCF-2005 were communicated to schools and teachers. Together, these data sources served to answer research question one. Next, profiles were created based on three interviews with each teacher and several observations of their teaching. These profiles provide a point of reference for answering the remaining three research questions. Findings include teacher's orientations falling along a continuum from traditionalist in nature to inquiry/constructivist in nature. Stark contrasts were found between traditionalist orientations and the goals of NCF-2005, with much of this contrast due to the limited pedagogical content knowledge these teachers have regarding students' scientific thinking, curriculum design, instructional strategies, and assessment. Inquiry/constructivist teachers' orientations, while more in line with reform, still have a few key areas of pedagogical content knowledge needing attention (e.g., knowledge of assessment and a variety of purposes for constructivist instructional strategies). In response to the final research question, several contextual factors contributed to teachers' orientations including environmental constraints, such as limited resources and large class sizes, cultural testing pressures, and limited accessibility to professional development. Suggestions for improving the implementation of NCF-2005 in India's classrooms are discussed according to various stakeholders (e.g., policy makers, curriculum designers, professional developers). [The dissertation citations contained here are published with the permission of ProQuest LLC. Further reproduction is prohibited without permission. Copies of dissertations may be obtained by Telephone (800) 1-800-521-0600. Web page: http://www.proquest.com/en-US/products/dissertations/individuals.shtml.] (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01