Translating a “Relevance Imperative” into Junior Secondary Mathematics and Science Pedagogy

Abstract

Inquiries into the state of mathematics and science education in Australia express the need to make curriculum and teaching practices more relevant and meaningful to students' lives. This vision requires that teachers understand how relevance can enter the classroom in meaningful, appropriate, and subject-specific ways. In this paper I use interview data and classroom excerpts to explore junior secondary teachers' responses to what I call a "relevance imperative". The data shows that relevance is a multi-faceted construct that is constructed differently by teachers depending on their socio-historical experience with the subject culture. Implications for teachers teaching out-of-field and how we conceive of teachers as subject specialists are discussed, and suggestions for future research are given.

Examining the Self-Efficacy of Prospective Teachers in Technology Integration According to their Subject Areas: The Case of Turkey

“…Therefore, the qualifications required for TPACK may not be perceived in the same way. Indeed, while Darby (2009) states that the integration of ICT in education is related to the culture of the subject area, including its structure and functioning, Karaseva Siibak and Pruulmann-Vengerfeldt (2015) explain that the use of digital technologies is related both to the subject area and to dominant pedagogical beliefs. For this reason, it has been stressed that studies should be conducted to show how TPACK differs according to subject areas (discipline, teaching field etc.)…”

Investigation of the Self-efficacy of the Teachers in Technological Pedagogical Content Knowledge and Their Use of Information and Communication Technologies

“…ICT competences may vary with their culture related to various disciplines (Karaseva Siibak & Pruulmann-Vengerfeldt, 2015). This situation may result from the structure and functioning of the disciplines (Darby, 2009).…”

Farkli Branşlardan Öğretmenleri̇n Bi̇t’i̇ Derslere Kaynaştirmaya İli̇şki̇n Görüş, Uygulama Ve Öneri̇leri̇

“…Cognitive dimension requires that teacher should know the limitations, theoretical structures and language of their subject, and how to set them to work in the learning and teaching process. Therefore culture says a lot about the methods of teacher's efforts to integrate ICT into the learning (Darby 2009). In this case, it can be said that teachers' of different subject areas have different views, applications and suggestions about ICT integration into the teaching and learning processes.…”

“…Öğretmenin BİT'i derslerine kaynaştırabilmesi için öğretim programındaki konuları öğretirken teknolojiyi pedagojik yöntemlerle işe koşması gerekir (Mishra ve Koehler, 2006). Dolayısıyla BİT'i derslere kaynaştırma öğretilecek içeriği kapsayan disiplinin yapısına ilişkin değerleri ve gelenekleri içeren konu alanı kültürüyle ilişkilidir (Darby, 2009). Bu nedenle, öğrencilerin sınıf-içinde gerçekleştirecekleri etkinliklerin ve öğretmenlerle ilişkilerinin birbirinden uzak disiplin alanlarındaki derslerde farklı, birbirine yakın disiplin alanlarındaki derslerde benzer olması beklenir.…”