Becoming a Science Teacher: Is It Merely a Process of Trial and Error?

Autor/in	Gourlay, Helen
Titel	Becoming a Science Teacher: Is It Merely a Process of Trial and Error?
Quelle	In: Research in Science Education, 52 (2022) 6, S.1677-1698 (22 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Zusatzinformation	ORCID (Gourlay, Helen)
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0157-244X
DOI	10.1007/s11165-021-10023-9
Schlagwörter	Preservice Teachers; Science Teachers; Foreign Countries; Program Effectiveness; Reflective Teaching; Teaching Methods; Intervention; Skill Development; United Kingdom (England) + Suchen Sie Ihr Suchwort? Science; Teacher; Teachers; Science teacher; Wissenschaft; Lehrer; Lehrerin; Lehrende; Ausland; Teaching method; Lehrmethode; Unterrichtsmethode; Kompetenzentwicklung; Qualifikationsentwicklung
Abstract	In this paper, I explore preservice science teachers' (science PSTs') reflective practice (RP) during a 1-year Postgraduate Certificate in Education programme in England. Previous research suggests that science PSTs are not very reflective, and I hypothesised that lack of reflectivity is related to their difficulty in learning to teach. Science PSTs (n = 38) took part in a teaching intervention designed to support development of RP, and eight volunteered as research participants. Four seminars about the "diagnostic teaching cycle" and "action learning" (AL) took place in the university during the year. Data collected included written reflective journals, analyses of critical incidents, and action plans; audio recordings of AL sets; and school-based mentors' reports of participants' progress in school placements. I investigated participants' reflectivity using Zwokdiak-Myers' "nine dimensions of reflective practice." There was substantial variation between participants, and more evidence of reflectivity in some dimensions than in others. A relative strength was that participants adopted a range of teaching strategies ("Dimension 6"), but linking theory with practice ("Dimension 3") was a weakness. (As Provided).
Anmerkungen	Springer. Available from: Springer Nature. One New York Plaza, Suite 4600, New York, NY 10004. Tel: 800-777-4643; Tel: 212-460-1500; Fax: 212-460-1700; e-mail: customerservice@springernature.com; Web site: https://link.springer.com/
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01