Pre-service and in-service teachers’ beliefs about teaching and learning chemistry in Turkey

Al-Amoush, Siham; Uşak, Muhammet; Erdoğan, Mehmet; Markic, Silvija; Eilks, Ingo

doi:10.1080/02619768.2013.807793

Cited by 15 publications

(5 citation statements)

References 36 publications

Supporting

Mentioning

Contrasting

Order By: Relevance

“…Brown et al (2017) found that pre‐service biology teachers entered the teacher education program with robust views of teaching as telling (i.e., teacher‐centered beliefs). However, Al‐Amoush et al (2013) showed that even pre‐service chemistry teachers can hold student‐centered beliefs expressed by high levels of students' autonomous and self‐directed activities. Moreover, a change in their beliefs played a crucial role for pre‐service teachers' PCK development because more student‐centered beliefs correspond to a richer PCK (see also Anderson, 2015; Mavhunga & Rollnick, 2016).…”

Section: Theoretical Backgroundmentioning

confidence: 99%

A proficiency model for pre‐service physics teachers' pedagogical content knowledge (PCK)—What constitutes high‐level PCK?

et al. 2022

View full text Add to dashboard Cite

This study identifies proficiency levels in pre-service physics teachers' pedagogical content knowledge (PCK) and reveals how teacher education can promote transitions into higher proficiency. Teacher education plays a fundamental role in supporting pre-service teachers' PCK development. Proficiency levels are a powerful source when evaluating this PCK development because they characterize what learners are likely to be able to know on a specific level. Previous research has presented a model of proficiency levels in pre-service physics teachers' PCK; however, evidence for the model's validity is still lacking. According to the Refined Consensus Model of PCK, factors such as teachers' content knowledge (CK), their teaching experience, and their beliefs about teaching and learning science promote PCK development. Thus, understanding how and when pre-service physics teachers' CK, teaching experience, and beliefs contribute to their proficiency can bring insights into how teacher education can promote PCK development. To address this issue, N = 427 observations of pre-service physics teachers were analyzed.

show abstract

Section: Theoretical Backgroundmentioning

confidence: 99%

A proficiency model for pre‐service physics teachers' pedagogical content knowledge (PCK)—What constitutes high‐level PCK?

et al. 2022

View full text Add to dashboard Cite

show abstract

“…This resistance may be due to the learning and teaching beliefs of student classroom teachers. In the literature, learning and teaching beliefs are classified as student-centered, constructivist and traditional-teachercentered (Al-Amoush, Usak, Erdogan, Markic & Eilks, 2013;Bıkmaz, 2017;Richardson, 2003). Learning and teaching beliefs affect the teaching behaviors of teachers and student classroom teachers (Richardson, 2003;Tillema, 2000).…”

Section: Discussionmentioning

confidence: 99%

Improving Student Classroom Teachers’ Content Organization Skills Through Practicum

Taş

Karabay

2023

Participatory Educational Research

View full text Add to dashboard Cite

The process of learning and teaching involves the organization of the interaction among teachers, students, and content. The focus of this study was to enable the student teachers’ experience of deliberate practice to improve their organization of specific content and develop practice skills in classroom environments. This study, which adopted a holistic single-case method, examined fourth-year student classroom teachers’ content organization skills in a teaching practicum course. The study was conducted with 11 fourth-year student teachers, who were attending a teaching practicum course, and data were collected through an open-ended test, a semi-structured interview form, and lesson plans. The student teachers were provided with four weeks of training on the components of concepts and generalizations, and with information selecting-organizing-integrating (SOI) techniques. The participants were asked to prepare lesson plans and implement them in the classroom environment. Over six weeks, the researchers provided the participants with feedback and corrections for the lesson plans they prepared. The findings showed that the participants could not reflect the SOI techniques and the components of the concept and generalization in the lesson plans they prepared at the desired level. When the findings from this study were evaluated, we can state that organizing the content in lesson plans and the application of it is indeed a challenging process for student teachers. To efficiently carry out the said task, they need effective and well-structured support from teacher educators.

show abstract

“…drawing along with open-ended questions (Al-Amoush et al, 2013) or interviews (Erduran & Kaya, 2018), which aimed to elicit their perceptions and understanding of scientific knowledge or practices.…”

Section: Other Qualitative Measuresmentioning

confidence: 99%

Measuring epistemologies in science learning and teaching: A systematic review of the literature

et al. 2021

View full text Add to dashboard Cite

Promoting understanding of the epistemologies of science has long been the primary objective in science education, and can be viewed as a form of science learning outcome.Many studies have attempted to understand learners' conceptions of epistemology in science from various perspectives and methods; however, no recent reviews have focused on the measurement of various constructs and variables of epistemologies of science. The main purpose of this review study is to understand how these epistemologies in science teaching and learning were measured, and to provide an overview of recent developments with respect to the measurement issue in the epistemology of science. We searched for articles that were published between 2010 and 2019 and retained 225 eligible studies passing all review criteria for inclusion in this review. Major constructs of epistemologies of science emerging from the studies include epistemic beliefs and views, nature of science, epistemic

show abstract

Pre-service and in-service teachers’ beliefs about teaching and learning chemistry in Turkey

Cited by 15 publications

References 36 publications

A proficiency model for pre‐service physics teachers' pedagogical content knowledge (PCK)—What constitutes high‐level PCK?

A proficiency model for pre‐service physics teachers' pedagogical content knowledge (PCK)—What constitutes high‐level PCK?

Improving Student Classroom Teachers’ Content Organization Skills Through Practicum

Measuring epistemologies in science learning and teaching: A systematic review of the literature

Contact Info

Product

Resources

About