Do Preservice Science Teachers Develop Goals Reflective of Science Teacher Education? A Case Study of Three Preservice Science Teachers

Hutner, Todd L.; Petrosino, Anthony; Salinas, Cinthia

doi:10.1007/s11165-018-9816-6

Cited by 4 publications

(1 citation statement)

References 53 publications

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“…Alignment of teachers' beliefs with their practice is not clearcut. While some quantitative (e.g., Miranda and Damico, 2013) and qualitative (e.g., Demirdöğen and Uzuntiryaki-Kondakçı, 2016) studies indicated that teachers' beliefs influence their practice, other qualitative research studies reported the gap between what teachers believe and the way they teach (e.g., Hutner et al, 2021). Similar to inconsistent results about the translation of teachers' beliefs into their teaching, there has not been a clear definition of belief (Jones and Leagon, 2014).…”

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confidence: 99%

Seeking Traces of Filters and Amplifiers as Pre-service Teachers Perform Their Pedagogical Content Knowledge

Şen

Demırdöğen

2023

SEI

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This study examined how filters and amplifiers affect pre-service science teachers’ pedagogical content knowledge (PCK) in a human and environment unit. The redefined consensus model for PCK and decision-making framework for identifying how personal and extra-personal factors act as filters and amplifiers were selected as theoretical frameworks. Two pre-service science teachers participated in the study. While pre-interviews were used to determine participants’ PCK before teaching, observations and post-interviews were used to reveal participants’ PCK after teaching, and how filters and amplifiers influenced PCK. Data were analyzed deductively to examine teachers’ PCK including interactions among components and the way filters and amplifiers act on PCK. Constant comparison analysis revealed five general assertions of how filters and amplifiers shaped the decision-making process when these teachers enacted their PCK. First, the number of amplifiers and filters affecting knowledge of instructional strategies was the highest. Second, the number of amplifiers and filters affecting knowledge of curriculum in science was the lowest. Third, the effect of filters and amplifiers on PCK components was idiosyncratic. Fourth, the more (or the less) the map was integrated; the less (or the more) amplifier and filter influenced the PCK. Fifth, the number of personal factors affecting knowledge of instructional strategies was highest. Implications are suggested considering the effects of filters and amplifiers on teachers’ PCK.

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confidence: 99%

Seeking Traces of Filters and Amplifiers as Pre-service Teachers Perform Their Pedagogical Content Knowledge

Şen

Demırdöğen

2023

SEI

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Examining teachers’ classroom strategies to understand their goals for student learning around the science practices in the Next Generation Science Standards

Kawasaki

Sandoval

2020

Journal of Science Teacher Education

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Promoting Coherent Science Instruction through Coherent Science Teacher Education: A Model Framework for Program Design

Nordine

Sorge

et al. 2021

Journal of Science Teacher Education

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Recent research and reform efforts in science education have consistently stressed the importance of coherent science instruction, in which learning opportunities are connected and contextualized by meaningful phenomena, focus on a small set of core ideas over time, and generate a need-to-know about new ideas through a set of connected lessons. Yet, this type of instruction remains uncommon in schools. We argue that science teacher education has the potential to play a powerful role in promoting coherent science instruction in schools, but to reach this potential, science teacher education programs themselves must be coherent. Based on existing literature and our work in an international collaboration focused on effective practices in science teacher education, we identify key features of coherent science teacher education programs and present a new model that we refer to as the Science Teacher Education Programmatic Coherence (STEP-C) model. The STEP-C model illustrates how key elements of science teacher education are situated relative to each other, potentially serving as a powerful tool for program design. KEYWORDS Coherence; program design; teacher knowledgeDecades of science education research have contributed to a broad consensus that high quality science teaching includes situating student learning within collaborative investigations of meaningful phenomena and problems embedded within relevant contexts (e.g., Furtak & Penuel, 2019;Lee & Songer, 2003), leveraging these contexts to motivate within students a need to know about new science ideas (e.g., Schneider et al., 2020), and building a relatively small set of core science ideas and practices over a long period of time (e.g.,

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Do Preservice Science Teachers Develop Goals Reflective of Science Teacher Education? A Case Study of Three Preservice Science Teachers

Cited by 4 publications

References 53 publications

Seeking Traces of Filters and Amplifiers as Pre-service Teachers Perform Their Pedagogical Content Knowledge

Seeking Traces of Filters and Amplifiers as Pre-service Teachers Perform Their Pedagogical Content Knowledge

Examining teachers’ classroom strategies to understand their goals for student learning around the science practices in the Next Generation Science Standards

Promoting Coherent Science Instruction through Coherent Science Teacher Education: A Model Framework for Program Design

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