Understanding the Complexity of Science Teachers’ Lived Experience as They Navigate Two Out-of-Field Areas: Implications and Possibilities

Rochette, Emily

doi:10.1007/978-981-16-9328-1_5

Cited by 3 publications

(1 citation statement)

References 62 publications

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“…Like most teacher educators, I had limited time to translate face-to-face learning experiences online for postgraduate students undertaking initial teacher education. However, I endeavored to utilize lessons from the literature and my research experience to scaffold preservice teachers to explore the pedagogical possibilities with digital technologies and perhaps negotiate new roles for both themselves and their future students − by understanding “how different instructional materials [...] support the effective teaching of specific content” . The online space was seen as an opportunity to empower preservice teachers to differentiate between the appropriation of digital technologies and the curation of digital experiences designed to invite students into the epistemic practices of chemists.…”

Section: Reflective Vignettesmentioning

confidence: 99%

Modeling Meaningful Chemistry Teacher Education Online: Reflections from Chemistry Preservice Teacher Educators in Australia

2020

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As the World Health Organization declared COVID-19 a global pandemic in March 2020, universities around the world reacted quickly by shifting classes online. To varying extents, this rapid change required chemistry teacher educators to rethink and redesign their units and delivery. Some teacher educators may have perceived this shift as a timely opportunity to reflect on their technological pedagogical content knowledge (TPACK) and on how to model TPACK through chemistry preservice teacher education classes. This paper presents reflections from three chemistry teacher educators from different universities in Victoria, Australia. The reflections are offered in the form of vignettes that illustrate how these teacher educators modeled the use of digital technologies to meaningfully support preservice teachers’ learning in chemistry education. After the teachers independently wrote the vignettes, they were analyzed for common themes which have been used to develop recommendations for other chemistry teacher educators who may also find themselves reflecting on their TPACK as they support preservice teachers in an online environment.

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Section: Reflective Vignettesmentioning

confidence: 99%

Modeling Meaningful Chemistry Teacher Education Online: Reflections from Chemistry Preservice Teacher Educators in Australia

2020

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Profiling the status of out-of-field teaching in Western Australia: graduate teacher and principal perspectives

E Wyatt,

Hobbs

2024

Asia-Pacific Journal of Teacher Education

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Teaching Science Out-of-field: Beliefs and Practices

Campbell¹,

Speldewinde²

2023

EUR J MATH SCI ED

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<p style="text-align: justify;">Out-of-field teaching in science is a phenomenon in many secondary schools across the world. While the reasons for out-of-field teaching are complex, its incidence is heightened in low socio-economic communities and in regional and remote school locations. Research on out-of-field science teaching in secondary schools has tended to focus on teacher competence, particularly in relation to pedagogical content knowledge. However, while teachers’ beliefs and teaching practices within their specialist subject are shown to be related, it is unclear how teachers’ beliefs and practices alter when teaching across subject boundaries. Using a boundary-crossing lens, where teachers engage in passing back and forth between different contexts, this study explored the relationship between teachers’ beliefs about their in-field and out-of-field discipline (science) and the connections to their teaching practice. Interview data, including a video-stimulated interview of a lesson in a teacher’s specialist field and then a subsequent out-of-field lesson, were analysed using the framework of a belief that investigated the relationships between in-field and out-of-field beliefs and practices. Findings indicate that those who teach science out-of-field revert to traditional ways of teaching, despite being more open and adventurous in their in-field discipline areas. However, there were significant instances of boundary crossing with their pedagogy to support their teaching – both in-field and out-of-field. These findings support the development of structured mechanisms and strategies to assist teachers to cross boundaries to establish new and unique interdisciplinary practices.</p>

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Understanding the Complexity of Science Teachers’ Lived Experience as They Navigate Two Out-of-Field Areas: Implications and Possibilities

Cited by 3 publications

References 62 publications

Modeling Meaningful Chemistry Teacher Education Online: Reflections from Chemistry Preservice Teacher Educators in Australia

Modeling Meaningful Chemistry Teacher Education Online: Reflections from Chemistry Preservice Teacher Educators in Australia

Profiling the status of out-of-field teaching in Western Australia: graduate teacher and principal perspectives

Teaching Science Out-of-field: Beliefs and Practices

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