First-Year Science Education Student Teachers’ Beliefs about Student- and Teacher-Centeredness: Parallels and Differences between Chemistry and Other Science Teaching Domains

2010 ◽  
Vol 87 (3) ◽  
pp. 335-339 ◽  
Author(s):  
Silvija Markic ◽  
Ingo Eilks
Keyword(s):  
Science Education ◽  
Student Teachers ◽  
Science Teaching ◽  
First Year ◽  
Education Student ◽  
Teachers Beliefs

scholarly journals Online Baseline Assessment in Mathematics: Initial Teacher Education Entry-Level Student Performance

2022 ◽  
Vol 11 (1) ◽  
pp. 68
Author(s):  
Folake Modupe Adelabu ◽  
Jogymol Alex
Keyword(s):  
Student Teachers ◽  
South African ◽  
Content Knowledge ◽  
Further Education ◽  
Initial Teacher Education ◽  
Research Centre ◽  
First Year ◽  
Education Student ◽  
Baseline Assessment ◽  
Ongoing Research

This article describes a part of an online and technological intervention at a rural South African Higher Education Institution focused at improving the mathematical knowledge of first-year Senior Phase and Further Education Training (SP& FET) Bachelor of Education student teachers. As part of the interventions in an ICT integrated Mathematics Education and Research Centre, the student teachers were subjected to write an online baseline assessment on the content knowledge in Grade 7 mathematics, which is the first year in Senior Phase in South African Schools. A total of 193 student teachers wrote the online baseline test with 20 items in an invigilated computer laboratory environment. The test items were from the online Computer Aided Mathematics Instruction (CAMI) program which is aligned to the Grade 7 CAPS curriculum of South Africa. The data were analysed by the CAMI system and were further analysed using Microsoft Excel 2016. The result of the test showed an average performance of 38,67% (Variance: 0,66% and SD: 0,81%). This sheds light into the disturbingly limited mathematics subject content knowledge the student teachers enter the HEI with. The programme structure of the Senior Phase mathematics content module of the HEI was also analysed. The authors of this paper recommend that student teachers need to be thoroughly engaged in learning the content during their training as future mathematics teachers. This paper contributes to the ongoing research on ITE programmes at HEIs that prepare teachers for their mathematics teaching role in the senior Phase classrooms.   Received: 21 September 2021 / Accepted: 11 December 2021 / Published: 3 January 2022

scholarly journals Reformed Teaching and Learning in Science Education: A Comparative Study of Turkish and US Teachers

2017 ◽  
Vol 6 (3) ◽  
pp. 23 ◽  
Author(s):  
Burhan Ozfidan ◽  
Baki Cavlazoglu ◽  
Lynn Burlbaw ◽  
Hasan Aydin
Keyword(s):  
Science Education ◽  
Science Teaching ◽  
Science Teachers ◽  
Teaching And Learning ◽  
Teaching Science ◽  
Science Teaching And Learning ◽  
Learning And Teaching ◽  
American Science ◽  
Study Results ◽  
Teachers Beliefs

Achievements of educational reform advantage constructivist understandings of teaching and learning, and therefore highlight a shift in beliefs of teachers and apply these perceptions to the real world. Science teachers’ beliefs have been crucial in understanding and reforming science education as beliefs of teachers regarding learning and teaching science impact their practice. The purpose of this study was to compare US and Turkish science teachers’ beliefs about reformed learning and teaching science. As an instrument, we used Beliefs about Reformed Science Teaching and Learning (BARSTL) to collect and measure the teachers’ beliefs regarding teaching and learning science education. We used an independent-sample t-test to analyze Turkish and American science teachers’ beliefs about reformed learning and teaching science. In total, 38 science teachers from the US and 27 science teachers from Turkey participated in this study. Results showed that US science teachers’ beliefs about reformed learning and teaching science are statistically higher than Turkish science teachers. The results of this study also indicated that although American and Turkish science education aim similar constructivist views on learning and teaching science, American science teachers hold more reformed beliefs in science teaching and learning than their Turkish colleagues.

Physical Education Student Teachers’ Beliefs in Their Control Over Student Learning

1986 ◽  
Vol 5 (3) ◽  
pp. 198-203 ◽  
Author(s):  
Paul G. Schempp
Keyword(s):  
Physical Education ◽  
Student Learning ◽  
Student Teachers ◽  
Student Teaching ◽  
Teaching Experience ◽  
Education Student ◽  
Control Scale ◽  
Student Failure ◽  
Teachers Beliefs ◽  
Period Data

This study determined changes in physical education student teachers’ beliefs (perceptions) of control over student learning. A pre-post student teaching design was used to detect changes in beliefs of 44 volunteer physical education student teachers. Beliefs in control over learning outcomes were measured by the Teacher Locus of Control scale. Pretesting was completed 5 weeks prior to teaching, and posttesting was administered at the completion of the 10-week student teaching experience. Data were gathered over a 2-year period. Data analyzed via a paired t-test indicated the student teachers’ belief of responsibility for student learning was decreased. Specifically, total responsibility for student outcomes and responsibility for student failure showed significant p < .05) decreases. No change in beliefs regarding control over student success was detected. A multiple regression analysis revealed significant p < .05) gender differences on the postteaching composite score. It appeared that males showed a significantly greater overall decrease in perceptions of beliefs of control over student learning.

scholarly journals Troublesome tools: How can Wikipedia editing enhance student teachers’ digital skills?

2016 ◽  
Vol 10 (2) ◽  
pp. 329-346
Author(s):  
Hilde Brox
Keyword(s):  
Teacher Education ◽  
Student Teachers ◽  
Digital Tools ◽  
First Year ◽  
Education Student ◽  
Digital Competence ◽  
Teacher Education Student ◽  
Collaborative Tool ◽  
Digital Skills ◽  
Rare Opportunity

Digitale ferdigheter i skole og høyere utdanning tolkes ofte som evnen til å utnytte digitale verktøy i læringsarbeid. Artikkelen argumenterer for at lærerutdanningen også bør fokusere på digital teknologi som tema i tillegg til å betrakte teknologi som hjelpemiddel for å oppnå læring i de ulike fagene. I det følgende beskrives et undervisningsopplegg i samfunnsfag hvor første års lærerstudenter settes til å skrive en fagrelatert artikkel på Wikipedia. Gjennom ulike typer data analyseres hvilke innsikter som åpner seg for studentene når de selv skaper innhold de hittil bare har forholdt seg til som konsumenter. Artikkelen peker på at studentene gjør en rekke vesentlige oppdagelser underveis, men at det fortsatt er sider ved denne type kunnskapsproduksjon de ikke helt forstår. Artikkelen argumenterer for at opplegget likevel har sin berettigelse fordi det gir studentene en sjelden anledning til å tematisere viktige sider av digital teknologi på en måte som er både relevant og gjennomførbar innenfor de faglige rammene i lærerutdanningen.Nøkkelord: digital kompetanse, lærerutdanning, lærerstudenter, Wikipedia, wiki, digitale verktøy, digitale ferdigheterAbstractIn schools and in higher education, we often understand digital skills as the ability to use various digital tools for learning. The article argues that in addition to viewing technology as means to acquire subject-related learning, teacher education also needs to include an explicit focus on technology as a topic in itself. This article presents a Wikipedia editing assignment in Social Science for a group of first-year student teachers. A range of data are used to analyze some of the self-reported insights that open up to the students when they themselves become contributors of content they normally deal with exclusively as consumers. The study shows that although the students make a series of discoveries after becoming editors, they do not fully comprehend all the complexities of a massively collaborative tool like Wikipedia. The article argues that the assignment nevertheless provides the students with a significant and rare opportunity to address the use of digital technology, in a way that is both relevant and feasible within the frames of subject teaching and of teacher education.Keywords: professional digital competence, teacher education, student teachers, Wikipedia, wikis, digital tools, digital skills

scholarly journals Enriching primary student teachers’ conceptions about science teaching: Towards dialogic inquirybased teaching

1970 ◽  
Vol 7 (2) ◽  
pp. 140-159 ◽  
Author(s):  
Sami Lehesvuori ◽  
Ilkka Ratinen ◽  
Otto Kulhomäki ◽  
Jousia Lappi ◽  
Jouni Viiri
Keyword(s):  
Science Education ◽  
Student Teachers ◽  
Science Teaching ◽  
National Standards ◽  
General Idea ◽  
Authentic Inquiry ◽  
Dialogic Teaching ◽  
Primary Student ◽  
Dialogic Inquiry ◽  
Epistemological Dimension

Inquiry-based teaching has been at the heart of science education since it was first outlined in national standards over a decade ago. The general idea behind the inquiry guidelines is that pupils would adopt ways of conducting science, in addition to conceptually learning, thus attaining also the epistemological dimension of science. Although curricula are based on these ideas of inquiry, all too often authentic inquiry is hindered by overly authoritative approaches and teacher directions. To avoid this, the communicational ways in which teachers can encourage pupil reasoning during different phases of inquiry should be explicitly addressed. This paper addresses this gap by introducing a dialogic inquiry-based approach to science education. This approach combines the principles of inquiry and dialogic teaching. Based on this framework we investigated a number of primary student teachers’ (n=28) conceptualisations of science teaching and evaluated to what extent dialogic inquiry-based teaching informed these conceptualisations. Analysis revealed that dialogicality was not present in student teacher pre-conceptions, their pre-conceptions rather focused on traditional practices related to science teaching. The learning trajectories created for six cases, however, indicate an increased awareness of inquiry-based teaching including the dialogic aspect over the duration of the course.

Beliefs, Interactive Thoughts, and Actions of Physical Education Student Teachers Regarding Pupil Misbehaviors

1991 ◽  
Vol 11 (1) ◽  
pp. 59-78 ◽  
Author(s):  
Juan-Miguel Fernández-Balboa
Keyword(s):  
High School ◽  
Physical Education ◽  
Student Teachers ◽  
School Experience ◽  
Physical Education Teachers ◽  
Education Student ◽  
Stimulated Recall ◽  
Teachers Beliefs ◽  
Former Teachers

The purposes of this study were to (a) examine the beliefs and interactive thoughts of preservice physical education teachers regarding pupil misbehavior and (b) identify the extent to which these teachers’ beliefs and interactive thoughts affect their own actions in such instances. Student teachers (N=15) from two universities participated in the study. Interviews and stimulated recall with the aid of videotapes were used to gather data and analyze their beliefs and thoughts in 311 misbehavior instances. The results indicated that despite personal differences in their own conceptions as teachers, these student teachers agreed that there was nothing they could do to prevent misbehaviors from happening and blamed students, not themselves, for the majority (92%) of the misbehaviors analyzed. Moreover, they reported having interactive thoughts 6 of 10 times when handling misbehaviors. Of those thoughts, four of six were negative. Finally, these student teachers’ high school experience, as pupils themselves, influenced both their expectations of pupils’ conduct and their own actions. They expected their pupils to act as they themselves did back in high school, and, as a result, they modeled their own actions after those of their former teachers and coaches. These actions proved to be ineffective and created feelings of frustration, anger, and inadequacy in the student teachers.

scholarly journals Student Teachers’ Beliefs about Developmentally Appropriate Practices and Their Relationship with some Demographic Variables

2016 ◽  
Vol 10 (1) ◽  
pp. 166
Author(s):  
Ibrahim A. Alqaryouti ◽  
Ahmed H. Hemdan
Keyword(s):  
Student Teachers ◽  
Female Student ◽  
Developmentally Appropriate ◽  
First Year ◽  
Developmentally Appropriate Practices ◽  
First Year Students ◽  
Sultan Qaboos University ◽  
Teachers Beliefs ◽  
Child Centered ◽  
Appropriate Practices

The purpose of this study was to investigate female student teachers’ beliefs towards developmentally appropriate practices (DAP) and the relationship between these beliefs and the GPA. It also aimed to investigate the differences in DAP beliefs among female student teachers at different years(lst through 4th year). Study sample consisted of 60 female students selected from the Early Child Education program at the College of Education, Sultan Qaboos University from different years (lst through 4th year). The study used the three subscales of teacher beliefs scale: (a) integrated/social- cultural curriculum, (b) teacher-directed / basic school skills and (c) child-centered learning. The results indicated a significant correlation at p=0.01 among the three TBS subscales, the total score and GPA. Significant differences were also found between the different years where the beliefs of the second, third and fourth year students were better than first year students beliefs on all subscales and the total score.

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