The ability to understand and use conceptual change pedagogy as a function of prior content learning experience

Stofflett, René T.; Stoddart, Trish

doi:10.1002/tea.3660310105

Cited by 140 publications

(89 citation statements)

References 27 publications

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“…First, our review found-as is typically assumed-that preservice elementary teachers demonstrate unsophisticated knowledge of some specific science topics (e.g., Atwood & Atwood, 1996;Stofflett & Stoddart, 1994). Second, beginning elementary teachers tend to have unsophisticated beliefs about the nature of science (e.g., Abd-el-Khalick, 2001), again as is typically assumed, though we also noted some exceptions to this trend in the literature.…”

Section: Overcoming Challenges Through Addressing Goalssupporting

confidence: 63%

Beginning teachers moving toward effective elementary science teaching

2009

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ABSTRACT:We use a 10-year program of research centered on iterations of one elementary science methods course as a vehicle for exploring three important and interrelated goals for the learning of beginning elementary teachers. These include learning about inquiryoriented science teaching, using science curriculum materials effectively, and anticipating and working with students' ideas in instruction. For each goal we discuss how the literature informs our thinking, describe relevant aspects of our design of the course, and present findings of our research with regard to preservice teachers' experiences in and learning from aspects of the course. For each goal, we also highlight examples from our longitudinal work following the preservice teachers into their early years as elementary teachers, to provide a glimpse of teachers' trajectories related to each of the themes. We close with a discussion of implications for research and practice in elementary science teacher education.

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Section: Overcoming Challenges Through Addressing Goalssupporting

confidence: 63%

Beginning teachers moving toward effective elementary science teaching

2009

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“…This emphasises the importance of relevance to the individual. It also provides a framework for designing educational programmes that has been put into practice in scientific education (Stofflett and Stoddart 1994). The PNE session, as delivered here, addressed some but not all of these steps to a greater or lesser extent.…”

Section: Discussionmentioning

confidence: 99%

A qualitative exploration of people's experiences of pain neurophysiological education for chronic pain: The importance of relevance for the individual

et al. 2016

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Pain neurophysiology education (PNE) is a distinct form of patient education in pain management. The aims of this study were to explore the experience of PNE for people with chronic pain and to gain insight into their understanding of their pain after PNE.This was a qualitative study, based on Interpretive Phenomenology Analysis, using individual semi-structured interviews to collect data. We recruited a purposive sample of 10 adults with chronic musculoskeletal pain (men and women; mean age 48 years; with a mean pain duration of 9 years) who had recently completed PNE delivered as a single two-hour group session. The interview transcripts were analysed for emerging themes. We identified three themes: perceived relevance for the individual participant; perceived benefits for the individual participant; and evidence of reconceptualisation.An interlinking narrative was the importance of relevance. Eight participants viewed the session as relevant and reported benefits ranging from a better understanding of pain, improved ability to cope with the pain, and some suggested improved levels of physical activity. Four of these participants showed evidence of reconceptualisation, which we describe as partial and patchy. Two participants reported no benefit and did not perceive the material delivered within PNE to be relevant to themselves. Relevance to the individual needs of a person with chronic pain may be a key factor in the success of PNE, and this is a particular challenge when it is delivered in a group situation.

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“…This elicited the question of how student teachers are taught today. After all, in order to change educational practices it is necessary 'to break the circle' (Stofflett & Stoddart, 1994) of traditionally trained teachers who teach in a traditional manner. It seems reasonable to expect that new educational practices will be introduced in teacher education.…”

Section: Introductionmentioning

confidence: 99%

Teacher educators and student-directed learning

Lunenberg¹,

Korthagen²

2003

Teaching and Teacher Education

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This article describes the results of a study on the views of teacher educators, and the way these views are expressed in practice. The study focuses on views of learning and teaching that can promote a shift from teacher educator-directed learning to student-directed learning. We found that teacher educators did not always 'teach as they preach', especially on aspects that distinguish the profession of teacher educators from the profession of teachers. The article concludes by discussing the influence of the findings with regard to promoting a shift from teacher educator-directed learning to student-directed learning and by giving some suggestion for further research. r

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The ability to understand and use conceptual change pedagogy as a function of prior content learning experience

Cited by 140 publications

References 27 publications

Beginning teachers moving toward effective elementary science teaching

Beginning teachers moving toward effective elementary science teaching

A qualitative exploration of people's experiences of pain neurophysiological education for chronic pain: The importance of relevance for the individual

Teacher educators and student-directed learning

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