A case study on German first year chemistry student teachers beliefs about chemistry teaching, and their comparison with student teachers from other science teaching domains

2008 ◽  
Vol 9 (1) ◽  
pp. 25-34 ◽  
Author(s):  
Silvija Markic ◽  
Ingo Eilks
Keyword(s):  
Student Teachers ◽  
Science Teaching ◽  
First Year ◽  
Chemistry Student ◽  
Chemistry Teaching ◽  
Teachers Beliefs

scholarly journals Roles, relationships and emotions: Student teachers’ understanding of feedback as interpersonal

2021 ◽  
pp. 003452372198937
Author(s):  
Caroline Elbra-Ramsay
Keyword(s):  
Teacher Education ◽  
Student Teachers ◽  
Small Scale ◽  
First Year ◽  
Case Study Methodology ◽  
Study Methodology ◽  
Undergraduate Programme ◽  
Phenomenological Case Study ◽  
International Teacher

This paper reports the findings of a small-scale study seeking to investigate how student teachers, within a three-year undergraduate programme, understand feedback. Feedback has been central to debates and discussion in the assessment literature in recent years. Hence, in this paper, feedback is positioned within the often-contradictory discourses of assessment, including perspectives on student and teacher feedback. The study focused on two first year undergraduate student teachers at a small university in England and considered the relationships between their understanding of feedback as a student, their understanding of feedback as an emerging teacher, and the key influences shaping these understandings. A phenomenological case study methodology was employed with interviews as the prime method of data collection. Themes emerged as part of an Nvivo analysis, including emotional responses, relationships and dialogue, all of which appear to have impacted on the students’ conceptual understanding of feedback as indelibly shaped by its interpersonal and affective, rather than purely cognitive or ideational, dimensions. The paper therefore seeks to contribute to the wider feedback discourse by offering an analysis of empirical data. Although situated within English teacher education, there are tentative conclusions that are applicable to international teacher education and as well as higher education more generally.

scholarly journals PRE-SERVICE TEACHERS' BELIEFS ABOUT THE IMAGE OF A SCIENCE TEACHER AND SCIENCE TEACHING

2015 ◽  
Vol 14 (1) ◽  
pp. 34-44
Author(s):  
Nilgün Tatar
Keyword(s):  
Science Teacher ◽  
Science Teaching ◽  
Laboratory Data ◽  
Mental Image ◽  
Science Laboratory ◽  
Case Study Method ◽  
Structured Interviews ◽  
Student Centered ◽  
Teachers Beliefs

This study examines pre-service teachers’ beliefs about the images of a science teacher and the science teaching. Besides, how their beliefs are affected from inquiry-based teaching is investigated. Case study method was used. Pre-service teachers had learned science with inquiry and how they teach science with inquiry in the science laboratory. Data were collected through the drawings and semi-structured interviews. Results indicate that most participants had teacher-centered and conceptual belief about the images of a science teacher and the science teaching at the beginning of the study. However, they had student-centered belief at the end of the study. It was remarked that three pre-service teachers who held different beliefs about student/teacher roles and the teaching of science before the study, had some common beliefs after the inquiry-based science laboratory. Based on the results, it can be said that inquiry-based science teaching positively affects pre-service teachers’ beliefs about the images of a science teacher and the science teaching. Key words: belief about teaching, inquiry-based teaching, mental image, pre-service teachers’ education.

scholarly journals Simulated Provocations: A Hypermedia Radio Theatre for Reflection on Classroom Management

2018 ◽  
Vol 49 (2) ◽  
pp. 98-114 ◽  
Author(s):  
Mattias Arvola ◽  
Marcus Samuelsson ◽  
Mathias Nordvall ◽  
Eva L. Ragnemalm
Keyword(s):  
Classroom Management ◽  
Student Teachers ◽  
Leadership Styles ◽  
Critical Reflection ◽  
First Year ◽  
Perceived Knowledge ◽  
Low Degree ◽  
High Degree ◽  
Made In

Background. Learning to manage a classroom is a difficult but important part of teacher education. Earlier research on simulations for learning classroom management has highlighted the difficulty of supporting reflection. Purpose. This case study explores and evaluates the design of a simulation for student teachers’ reflection on classroom management. Design. The design process resulted in the scenario-based SIMPROV simulation, which was made in the form of a hypermedia radio theatre that students go through in pairs or triads. Authoritarian, authoritative, democratic, and compliant leadership styles were built into the choices student teachers made. Evaluation. The simulation was evaluated in two courses where the participants’ level of reflection and perceived knowledge improvement was measured using a questionnaire. Forty-three first-year student teachers, 48 third-year student teachers, and 38 of the student teachers’ mentors participated in the evaluation. Results. The results indicate that participants engaged in reflection and understanding to a high degree, and only to a low degree in critical reflection or habitual action. Conclusions. The conclusions are that the scenario-based simulation designed as a hypermedia radio theatre supported knowledge improvement, understanding, and reflection and that social interaction during and after simulation sessions was an important feature.

scholarly journals The needs for successful chemistry teaching in diverse classes: teachers' beliefs and practices

2019 ◽  
Vol 7 (1) ◽  
Author(s):  
Päivi Kousa ◽  
Maija Aksela
Keyword(s):  
Secondary School ◽  
Teaching Practices ◽  
Theory And Practice ◽  
Structured Interviews ◽  
Chemistry Teaching ◽  
Chemistry Teachers ◽  
Beliefs And Practices ◽  
New Information ◽  
Teachers Beliefs

The aim of this case-study was to understand how chemistry teachers experience their work in diverse classes where the needs of differentiated teaching practices are constantly growing. The deeper intention was to perceive new information in order to develop supportive methods that could better correspond to teachers' reality. Eight voluntary Finnish secondary school chemistry teachers participated in semi-structured interviews. Four categorial distinctions for successful chemistry teaching were found according to their beliefs: 1) to have more support and resources, 2) to be able to recognize students' problems, 3) to use supportive materials and methods, and 4) to connect theory and practice with inspiring and meaningful activities. This study presents new insights about teachers' beliefs of diversity and what is needed for successful chemistry teaching. Directions for further research and practices are also suggested.

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