Implementation of instructional innovations in K-8 science classes: perspectives of inservice teachers

Dass, Pradeep Maxwell

doi:10.1080/09500690010025021

Cited by 19 publications

(10 citation statements)

References 8 publications

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“…The state also must demonstrate commitment to changes fostering collaboration with building administrators and supplying specialized educational advisors that can provide early years teachers with assistance in both the scientific and the pedagogical aspects of their work as well as emotional support in the performance of their task in the demanding and-to them-'new' subject of science and, finally, to system changes in assessment practices of teachers' work as well as changes in curricular structures. All these are components of a change in the context of teachers' work in science (Dass, 2001). State commitment addressing changes and support can help alleviate many of the problems and their consequences and the related teachers' worries, ultimately leading to improved science instruction in the early years.…”

Section: Discussionmentioning

confidence: 97%

“…However 'development of an extensive support system requires equal commitment on the part of all involved in bringing about the desired changes' (Dass, 2001). The state also must demonstrate commitment to changes fostering collaboration with building administrators and supplying specialized educational advisors that can provide early years teachers with assistance in both the scientific and the pedagogical aspects of their work as well as emotional support in the performance of their task in the demanding and-to them-'new' subject of science and, finally, to system changes in assessment practices of teachers' work as well as changes in curricular structures.…”

Section: Discussionmentioning

confidence: 99%

“…Harlen & Jelly, 1989;Chaille & Britain, 1991;Duckworth, 1996;Frost, 1997). Achieving this is not a simple task that can be accomplished with the mere introduction of new materials or technological gadgetry into the classrooms: there is growing realization of the importance of professional upgrading for teachers as well (Dass, 2001). As Sparks (1983) notes, 'Staff development offers one of the most promising roads to the improvement of instruction'.…”

Section: Introductionmentioning

confidence: 98%

“…One recent study (Dass, 2001), which investigated the concerns of experienced K-8 (children ages 5-14) teachers associated with implementation of instructional innovations, identified concerns about capability, about the correctness of their work, about organizing and managing time demands, about the availability of materials and other instructional sources and about classroom management. But a search of the literature yielded no subject-specific studies of the science-related problems of early years teachers, whether prospective or beginning or experienced.…”

Section: Introductionmentioning

confidence: 99%

See 3 more Smart Citations

Early years teachers' late concerns and perceived needs in science: an exploratory study

Kallery

2004

European Journal of Teacher Education

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Science in early childhood is of great importance to many aspects of children's development. Planning for improvement of science instruction should take into consideration the problems teachers encounter in their performance of their task. However, exposition of problems of early years teachers, especially those with many years of experience, is somewhat rare in science education literature. The purpose of the present work was to investigate those factors that hinder experienced early years teachers in the performance of their task in science, and their needs, as perceived by the teachers themselves. The study was carried out in Greece. One take-home written task and two group interviews were used for data collection. Qualitative approaches were employed for the analysis of the data. The emergent themes related to teachers' problems, teachers' worries induced by these problems, problem consequences and teachers' perceived needs in science.La science sur la précoce enfance est très importante pour beaucoup des aspects de la développe-ment des enfants. Il faut que le croquis de l'instruction de la science aille considérer les problèmes que les instituteurs affrontent. Mais, dans la littérature de l'instruction de la science, il n'y a pas beaucoup des instituteurs, spécialement des expérimentes, qui exposent leurs problèmes. Le but de présent travail était l'investigation de ces facteurs qui empêchent les instituteurs expérimentes de travailler dans le secteur de la science sur la précoce enfance; et, aussi, leurs besoins, conformément a eux-mêmes. Le travail était réalisé en Grèce. Un travail, écrit à la maison, et deux interviews des groups étaient utilisées pour la collection des éléments. les résultats concernaient les problèmes des instituteurs, les inquiétudes des instituteurs à cause de ces problèmes, les conséquences des ces problèmes et les besoins des instituteurs de la science sur la précoce enfance.La ciencia en la primera infancia es de gran importancia en muchos aspectos del desarrollo de los niñ os. La planificación para mejorar la ciencia de la educación debe tomar en consideración los problemas que encuentran los profesores en la realización de su tarea. Sin embargo, la exposición de problemas de las profesores de primera infancia, especialmente la de los que tienen muchos anos de experiencia, es algo rara en la literatura de la ciencia de la educación. El propó sito del actual trabajo era investigar esos factores que obstaculizan a profesores experimentados de primera infancia en la realización de su tarea en la ciencia y de sus necesidades, segú n lo percibido por los mismos profesores. El estudio se llevo a cabo en Grecia. Una tarea escrita para realizar en casa y dos entrevistas del grupo se utilizaron para la recogida de datos. Se emplearon aproximaciones cualitativas para el análisis de los datos. Los temas que surgieron se relacionan con los problemas de los profesores, las preocupaciones de los profesores inducidos por estos problemas, las consecuencias del problema y las necesidades percibi...

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Section: Discussionmentioning

confidence: 97%

Section: Discussionmentioning

confidence: 99%

Section: Introductionmentioning

confidence: 98%

Section: Introductionmentioning

confidence: 99%

See 2 more Smart Citations

Early years teachers' late concerns and perceived needs in science: an exploratory study

Kallery

2004

European Journal of Teacher Education

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“…The quality of science instruction cannot be increased just by providing the teachers with new materials and equipment. It is also necessary to upgrade the teacher's knowledge and skills related to science (Dass, 2001).…”

Section: Support From Fellow Teachers and Administratorsmentioning

confidence: 99%

Influences on Turkish early childhood teachers’ science teaching practices and the science content covered in the early years

Olgan

2014

Early Child Development and Care

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The first rationale of the study was not only to determine the topics taught in Turkish early childhood settings but also to define the frequency and time allocation for teaching science (n = 382). In the second phase, through semistructured interview questions, the aim was to gain detailed information about Turkish early childhood teachers' (n = 14) thoughts concerning the effectiveness of teacher education programmes, their level of confidence in teaching science, the obstacles they face, and the support from colleagues and school administrators. The findings revealed that Turkish early childhood teachers do not feel confident in teaching science and do not believe that they received adequate teacher training. In addition to these two reasons, the scarcity of resources and training opportunities can also be considered as contributory factors that may be helpful in explaining why the science content is too narrow and time allocation for science teaching is limited in Turkish early childhood settings.

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Analyzing beliefs and practices of a Mexican high school biology teacher

Verjovsky

Waldegg

2005

J. Res. Sci. Teach.

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This article explores the beliefs and practices of a high school biology teacher through three interrelated theoretical frameworks: common knowledge, collaborative learning, and communities of practice. The data were obtained from an in-depth case study of Maria, a biology teacher from a Mexican public high school that was participating in a 4-year international science project using collaborative learning and information and communication technology. Her beliefs and practices were explored by means of questionnaires, semi-structured interviews, and nonparticipant observation of classes. Through the use of the three-component framework, the degrees of coherence between practice and beliefs that guide the teacher's daily behavior became apparent, as well as the difficulties of incorporating innovations due to institutional constraints. ß 2005 Wiley Periodicals, Inc. J Res Sci Teach 42: 2005 Research during the past decade has focused on the need to study teachers' beliefs in order to understand their teaching practices as well as how they develop their personal professional

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Implementation of instructional innovations in K-8 science classes: perspectives of inservice teachers

Cited by 19 publications

References 8 publications

Early years teachers' late concerns and perceived needs in science: an exploratory study

Early years teachers' late concerns and perceived needs in science: an exploratory study

Influences on Turkish early childhood teachers’ science teaching practices and the science content covered in the early years

Analyzing beliefs and practices of a Mexican high school biology teacher

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