Gender bias in female elementary teachers' perceptions of the scientific ability of students

Shepardson, Daniel P.; Pizzini, Edward L.

doi:10.1002/sce.3730760204

Cited by 63 publications

(37 citation statements)

References 5 publications

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“…The third attribute that we derived involves gender-stereotypical beliefs about teaching science (McDevitt et al, 1993;Shepardson & Pizzini, 1992). This may refer to two conceptually distinct beliefs.…”

Section: Professional Attitude Toward Sciencementioning

confidence: 99%

“…The studies addressed in this review underscore this observation. The majority of the studies provided no appropriate definition for the concept of attitude (Appleton, 1995, Appleton & Kindt, 1999Atwater et al, 1991;Carleton et al, 2008;Cobern & Loving, 2002;Coulson, 1992;Eurobarometer 38.1, 1992;Evans & Durant, 1995;Haney et al 1996;Harty et al, 1991;Hartshorne, 2008;Haury, 1989;Jarret, 1999;Jarvis & Pell, 2004;Johnston & Ahtee, 2006;Koballa, 1986;Liang & Gabel, 2005;Martin-Dunlop & Fraser, 2007;McDevitt et al, 1993;Mulholland & Wallace, 1996;Palmer, 2001Palmer, , 2004Pedersen & McCurdy, 1992;Ramey-Gassert et al, 1996;Shepardson & Pizzini, 1992;Yates & Goodrum, 1990;Yilmaz-Tuzun, 2007;Young & Kellogg, 1993;Young, 1998). Some of these studies gave a coarse definition of attitude without specifying the various dimensions of the construct.…”

Section: Critical Reflectionsmentioning

confidence: 99%

“…Many of the studies reviewed here used instruments that focus solely on professional attitude (Appleton, 1995, Appleton & Kindt, 1999Bleicher, 2007;Carleton et al, 2008;Haney et al 1996;Harlen & Holroyd, 1997;Jarvis & Pell, 2004;Johnston & Ahtee, 2006;Koballa, 1986;Palmer, 2006;Scharmann & Orth Hampton, 1995;Shepardson & Pizzini, 1992;Schoon & Boone, 1998;Skamp;1991;Wenner, 1993Wenner, , 1995Yilmaz-Tuzun, 2008), in contrast to the small number of studies focusing exclusively on personal attitude (Burgerpeiling Wetenschap, 2009;Eurobarometer 38.1, 1992;Evans & Durant, 1995;Palmer, 2004). A number of studies measured aspects of both attitudes.…”

Section: Critical Reflectionsmentioning

confidence: 99%

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Primary teachers' attitudes toward science: A new theoretical framework

2011

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Attention to the attitudes of preservice and inservice primary teachers toward science is of fundamental importance to research on primary science education. However, progress in this field of research has been slow due to the poor definition and conceptualization of the construct of primary teachers' attitude toward science. This poor theoretical background has led to the use of a multitude of different concepts and measurement instruments. The main goal of this article is to present a new and comprehensive theoretical framework for primary teachers' attitudes toward science. The framework is based on an extensive review of previously used concept definitions of the construct. It is argued that this framework should serve as a necessary conceptual basis for future research and interventions in this domain, as well as for the construction of valid measurement instruments. © 2011 Wiley Periodicals, Inc. Sci Ed 96:158–182, 2012

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Section: Professional Attitude Toward Sciencementioning

confidence: 99%

Section: Critical Reflectionsmentioning

confidence: 99%

Section: Critical Reflectionsmentioning

confidence: 99%

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Primary teachers' attitudes toward science: A new theoretical framework

2011

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“…A pesquisa que empreendemos é do tipo qualitativa, uma vez que não analisamos variáveis específicas do universo educacional mas procuramos interpretar os depoimentos dos professores (Astolfi, 1993;Sheparardon, Pizzini, 1992;Loughran, 1994). Para a coleta de dados, utilizamos três instrumentos usuais em investigação educacional: o questionário, a análise documental e a observação das gravações em vídeos.…”

Section: Metodologia Da Pesquisa E Coleta De Dadosunclassified

“…É preciso que as dúvidas e expressões de preconceitos aflorem para que sejam discutidas e contrapostas (Sheparardon, Pizzini 1992). O desabafo de Joseli ("porque provém de uma classe baixa, ele também não tem condição de estar falando legal, de estar se expressando.…”

Section: Categorias Capacidade De Os Alunos Resolverem O Problema E Runclassified

Formação continuada de professores: o vídeo como tecnologia facilitadora da reflexão

Carvalho

Gonçalves

2000

Cad. Pesqui.

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RESUMOO objetivo principal deste artigo é discutir o uso das gravações em vídeos, das aulas dos professores que estão em cursos de formação continuada, como uma estratégia facilitadora da reflexão desses mesmos professores sobre sua aula. A inovação que propusemos em nosso curso foi trazer as aulas dos professores para os nossos encontros. Ao fazer com que os professores discutam e reflitam sobre suas próprias ações damos a oportunidade do questionamento e da tomada de consciências de suas concepções sobre diferentes aspectos do ensino e da aprendizagem. Os dados de uma pesquisa realizada durante um curso de formação continuada são analisados. EDUCAÇÃO CONTINUADA -FORMAÇÃO DE PROFESSORES -MEIOS AUXILIARES DE ENSINO -VÍDEO ABSTRACT CONTINUOUS TEACHER TRAINING: VIDEO AS A TECHNOLOGY TO FACILITATE REFLECTION. The main objective of this article is to discuss the use of video recordings of classes with professors enrolled in continuous education training courses as a strategy to facilitate these teachers reflecting on their classes. The innovation that proposed in our course was to bring the teachers' classes into our meetings. In making the teachers discuss and reflect on their own activities, we provided the opportunity for them to question and to become conscious of their own concepts about different aspects of teaching and of apprenticeship. The data from the research realized during the continued training course are analyzed.

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Efficacy of a gender and ethnic equity in science education curriculum for preservice teachers

Bullock

1997

J. Res. Sci. Teach.

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The purpose of the Gender and Ethnic Equity in Science Education (GEESE) program, conducted during the student-teaching semester, was to provide preservice science teachers with the opportunity to use clinical observations and reflection as vehicles for discovery of the disparate school experiences of the diverse students in their science classrooms. The preservice teachers examined curricular materials in use during their practicum, student and teacher behaviors, the quantity and quality of student-teacher interactions, and grouping and evaluative strategies before attempting self-analysis at the conclusion of the program. Interviews were used as the source of qualitative evidence of change in the preservice teachers' attitudes and teaching behaviors. While students approved of the program initially, they eventually dismissed issues of gender and ethnic equity as critical once they began struggling with the inadequate academic preparation of their students and scant material resources. Ultimately, the preservice teachers identified the GEESE program as useful in that it provided them with specific critical techniques, but inappropriately placed at the conclusion of their professional development sequence. © 1997 John Wiley & Sons, Inc. J Res Sci Teach 34: 1019-1038, 1997. It is likely that far fewer students in an ethnically and sexually mixed classroom will acquire the skills and self-esteem necessary to realize their talents and capabilities than their teachers would expect. Many of the pupils will be lost to a system that neglects their learning and their potential. The neglected ones, the girls and minority children, can expect to leave school at or before graduation with less achievement and self-esteem than they possessed when their schooling first began.It is plausible that most teachers are unaware of the waning characters who move through the classroom from year to year. Ideally, public education represents dedication to a democratic spirit and the concept of equality among all students; consequently, teacher training concentrates on procedure and remains all too often blind to the ethical dilemma imposed by gender and cultural disparities within the classroom.The Gender and Ethnic Equity in Service Education (GEESE) program provides students with opportunities for examination of individual perspectives on and practices of equitable science teaching. The purpose of this study was to discover emerging definitions of gender and ethnic equity in science education among preservice teachers in the context of their studentteaching practicum.Teacher preparation programs devote little if any time to issues regarding sexism and racism within the classroom (Gollnick & Cyr, 1979; Sadker & Sadker, 1985). Where there is JOURNAL OF RESEARCH IN SCIENCE TEACHING VOL. 34, NO. 10, PP. 1019-1038 (1997) © 1997 no recognition of a problem, there can be no action. Refusal to acknowledge inequalities in the school experience for female and male students and students of color or cultural distinction accompanies...

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Gender bias in female elementary teachers' perceptions of the scientific ability of students

Cited by 63 publications

References 5 publications

Primary teachers' attitudes toward science: A new theoretical framework

Primary teachers' attitudes toward science: A new theoretical framework

Formação continuada de professores: o vídeo como tecnologia facilitadora da reflexão

Efficacy of a gender and ethnic equity in science education curriculum for preservice teachers

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