Practice what you teach: How experiencing elementary school science teaching practices helps prepare teacher candidates

Lewis, Amy D.

doi:10.1016/j.tate.2019.102886

Cited by 14 publications

(10 citation statements)

References 22 publications

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“…Thus, although several authors (e.g., Arthur‐Kelly, Sutherland, Lyons, Macfarlane, and Foreman, 2013) stressed that these variables need to be addressed and included within teachers’ curricula, empirical evidences on how to effectively address these topics remain to be provided. Additionally, it seems that the training of pre‐service teachers needs to change; as Lewis (2019) pointed out, university programmes and teacher trainings need to be improved, and university teachers need to practise, by themselves, what they try to teach their students within their classrooms. Therefore, pedagogy university teachers need to make further use of individualised and differentiation teaching practices in their courses, hence becoming the role models their students (namely aspiring teachers) may most likely need.…”

Section: Discussionmentioning

confidence: 99%

Do they practise what they preach? Factors associated with teachers’ use of inclusive teaching practices among in‐service teachers

Schwab

Alnahdi

2020

Research in Spec Educ Needs

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Applying the 'theory of planned behaviour' to teachers' actions in the classroom, it can be assumed that teachers' positive attitudes towards inclusive education and high self-efficacy beliefs result in an increased use of inclusive teaching practices. However, scientific evidence for this assumption is lacking. This study aimed to investigate factors influencing teachers' use of inclusive teaching practices. In total, 221 (188 female and 33 male) Austrian in-service teachers participated. Participants filled out the attitudes towards inclusion scale (AIS), the Teacher Efficacy for Inclusive Practices Scale (TEIP) and the teacher version of the Inclusive Teaching Practices Scale (ITPS-T). Results showed that teachers had high self-perceptions towards their use of inclusive teaching practices; compared with secondary school, primary school teachers reported using more inclusive teaching practices; there was no difference between expert and novice teachers; teachers' attitudes and self-efficacy were associated with inclusive teaching practices; and self-efficacy predicted teachers' use of inclusive teaching practices. This is an open access article under the terms of the Creative Commons Attribution-NonCommercial License, which permits use, distribution and reproduction in any medium, provided the original work is properly cited and is not used for commercial purposes.

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Section: Discussionmentioning

confidence: 99%

Do they practise what they preach? Factors associated with teachers’ use of inclusive teaching practices among in‐service teachers

Schwab

Alnahdi

2020

Research in Spec Educ Needs

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“…This was reiterated by positive reports of in-school teaching experiences and the inclusion of primary teachers in teaching teams. Indeed, the benefits of in-school teaching experiences have long been established in science education research literature (Flores, 2015 ; Kahn & VanWynsberghe, 2020 ; Lewis, 2019 ). Longitudinal research into PPTs’ science teaching efficacy beliefs showed that the single largest 1-week increase to participants’ personal science teaching efficacy beliefs occurred after the completion of an in-school teaching experience (Deehan et al, 2017 ).…”

Section: Discussionmentioning

confidence: 99%

“…An example would be allowing preservice teachers to create science units of work for classroom use (e.g. Lewis, 2019 ) Internal** practical teaching experience This occurs when a subject (or other educational intervention) is designed with imbedded opportunities to teach; preferably to students of the intended year levels (e.g. Deehan et al, 2019 ; Flores, 2015 ; Kahn & VanWynsberghe, 2020 ) Links to professional experience placements/partnerships This occurs when preservice teachers receive opportunities to teach that are not formally connected to a subject via lectures, tutorials, workshops or assessments.…”

Section: Introduction and Background Literaturementioning

confidence: 99%

Primary Science Education in Australian Universities: An Overview of Context and Practice

Deehan

2021

Res Sci Educ

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Stagnating test scores, underwhelming student scientific literacy and declines in post-compulsory science enrolment are major issues in Australian science education. Universities are central in improving science education, as a relatively small group of 33 higher education providers can directly influence generations of primary teachers responsible for foundational science learning. Since this is a major review of primary science practice at Australian universities, factors including, but not limited to, changing employment conditions, shifts in study modes and an ever-expanding research literature base need to be considered in a more contemporary review. This paper aims to describe the reported primary science practices, challenges and strengths of Australian teacher education programs through semi-structured interviews and online surveys with 17 academics and analyses of public materials on university websites. Thematic analyses reveal noteworthy diversity in approaches, united by authenticity and student-centred learning. Key strengths included robustness of educational approaches, relevance and teaching team compositions. Key challenges included time, external pressures, resources and student capacity. These nuanced findings will be discussed as they relate to teaching and research.

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“…Proses pembelajaran sains di perguruan tinggi menjadi penting, karena dapat mempengaruhi pengetahuan dan keterampilan mahasiswa untuk mengajarkan konsep dan metode sains secara efektif (Kampourakis, 2017;Fauth, dkk. 2019;Lewis, 2019). Untuk itu dibutuhkan pemahaman konsep-konsep sains dasar yang baik sehingga mahasiswa mampu mengaitkan materi sains dengan kehidupan nyata (Johnson, 2007) dan dapat memberikan pengaruh positif dalam pembelajaran sains di sekolah dasar (Sadler, dkk., 2013;Billah, 2019).…”

Section: Pendahuluanunclassified

“…Bagi mahasiswa calon guru, penguasaan konsep yang baik dapat membantu mahasiswa untuk membelajarkan sains secara efektif (Kampourakis, 2017;Fauth, dkk. 2019;Lewis, 2019). Dalam pelaksanaannya, pembelajaran sains menekankan pada penerapan pengalaman langsung untuk mencari tahu dan melakukan sesuatu sehingga dapat memberikan pengalaman yang mendalam mengenai alam sekitar (Hayati, 2017).…”

Section: Pembelajaran Sainsunclassified

Pengembangan Bahan Ajar berbasis Kontekstual untuk Meningkatkan Pemahaman Konsep Sains Dasar Mahasiswa

Reksamunandar

2020

JII

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Penelitian ini bertujuan untuk mengembangkan bahan ajar berbasis kontekstual untuk meningkatkan pemahaman konsep sains dasar mahasiswa. Pengembangan bahan ajar menggunakan pendekatan research and development dengan model uji coba one-group pretes-posttest design. Desain penelitian mengadopsi model yang dikembangkan oleh Plomp yang terdiri dari 4 tahap, yaitu: 1) investigasi awal; 2) desain; 3) realisasi/konstruksi; dan 4) tes, evaluasi, dan revisi. Instrumen penelitian yang digunakan yaitu: 1) lembar angket validasi; 2) lembar angket respon mahasiswa; dan 3) lembar penilaian hasil belajar. Diperoleh hasil bahwa produk pengembangan memenuhi aspek kelayakan (r = 0,84) dan aspek kepraktisan (P = 90,5%) pada kategori sangat baik. Hasil analisis data dengan uji-t pada taraf signifikansi 0,05 diperoleh |tstatistik| = 26,979 lebih besar dari |tkritis| = 2,043, sehingga Ho ditolak. Dapat disimpulkan bahwa penggunaan produk pengembangan berpengaruh secara signifikan terhadap pemahaman konsep sains dasar dengan n-gain 0,67 pada kategori sedang.

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Practice what you teach: How experiencing elementary school science teaching practices helps prepare teacher candidates

Cited by 14 publications

References 22 publications

Do they practise what they preach? Factors associated with teachers’ use of inclusive teaching practices among in‐service teachers

Do they practise what they preach? Factors associated with teachers’ use of inclusive teaching practices among in‐service teachers

Primary Science Education in Australian Universities: An Overview of Context and Practice

Pengembangan Bahan Ajar berbasis Kontekstual untuk Meningkatkan Pemahaman Konsep Sains Dasar Mahasiswa

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