Exploring the pedagogical reasoning of a physics teacher educator (original) (raw)
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Research into teacher thinking offers potential insights into ways of promoting better teaching. A recent qualitative study explored the views about physics, and learning and teaching physics of a group of teachers whose classroom practice was 'traditional' and a group who used conceptual change teaching approaches. This paper focuses on the views about learning physics held by the two groups. To summarize and compare the groups, a composite description was created for each group. This composite description represents all the common views of teachers who were in that group. The composite description is termed 'typical' teacher. The study concluded that the conceptual change teachers' views about learning physics were constructivist while the traditional teachers held absorptionist views.
Views about learning physics held by physics teachers with differing approaches to teaching physics
Journal of Science Teacher Education
Research into teacher thinking offers potential insights into ways of promoting better teaching. A recent qualitative study explored the views about physics, and learning and teaching physics of a group of teachers whose classroom practice was ‘traditional’ and a group who used conceptual change teaching approaches. This paper focuses on the views about learning physics held by the two groups. To summarize and compare the groups, a composite description was created for each group. This composite description represents all the common views of teachers who were in that group. The composite description is termed ‘typical’ teacher. The study concluded that the conceptual change teachers’ views about learning physics were constructivist while the traditional teachers held absorptionist views.
Exploring the Pedagogical Reasoning of Skilled Teachers
DESCRIPTION Paper presented at the Australasian Science Education Research Association Annual Conference, (July 2014). Melbourne, Victoria. Abstract In an era of Standards and teacher accountability, the question of how to determine pedagogical expertise has become all the more important. Shulman introduced the construct of pedagogical reasoning to describe teachers’ thinking as they plan and reflect on ways of making content material pedagogically powerful. His work is much cited, but rich descriptions and analyses of the pedagogical reasoning of expert (as distinct from merely experienced) teachers are rare. This session reports issues and early data from a new project in this area. The project has had two stages, both involving collaborative teacher research. A pilot project, involving teachers skilled at promoting metacognition, revealed that the teachers’ pedagogical reasoning involved a constant interplay between (at least) four foci, framing and sequencing “big ideas”, genera...
Views about Physics held by Physics Teachers with Differing Approaches to Teaching Physics
Research in Science Education
Physics teachers’ approaches to teaching physics are generally considered to be linked to their views about physics. In this qualitative study, the views about physics held by a group of physics teachers whose teaching practice was traditional were explored and compared with the views held by physics teachers who used conceptual change approaches. A particular focus of the study was teachers’ views about the role of mathematics in physics. The findings suggest the traditional teachers saw physics as discovered, close approximations of reality while the conceptual change teachers’ views about physics ranged from a social constructivist perspective to more realist views. However, most teachers did not appear to have given much thought to the nature of physics or physics knowledge, nor to the role of mathematics in physics.
Explicating the Elusive ‘Pedagogical Reasoning’ of Expert Teachers of Science
Educere et Educare, 2018
Quality teaching that enhances student learning and engagement in science is a focus for all educational systems. Whether fuelled by the results from international studies, such as the Programme for International Student Assessment (PISA), or from what is already evident from the research, highly skilled teachers can greatly improve the educational outcomes of students (MOURSHED, CHIJIOKE & BARBER, 2010). It is this fundamental principle that underpins the recent development and implementation of the Australian Professional Standards for Teachers (APSTs), which identify explicitly the qualities that teachers are expected to demonstrate in each of four career stages: Graduate, Proficient, Highly Accomplished, and Lead (Australian Institute for Teaching and School Leadership [AITSL], 2012). Underpinning teacher quality in at least four of these standards is the elusive tacit or pedagogical knowledge that is held and used by ‘expert’ teachers of science in their teaching. The study dis...
We report here part of a research project developed by the Science Education Research Group, titled: "Teachers' Pedagogical Practices and formative processes in Science and Mathematics Education" which main goal is the development of coordinated research that can generate a set of subsidies for a reflection on the processes of teacher training in Sciences and Mathematics Education. One of the objectives was to develop continuing education activities with Physics teachers, using the History and Philosophy of Science as conductors of the discussions and focus of teaching experiences carried out by them in the classroom. From data collected through a survey among local Science, Physics, Chemistry, Biology and Mathematics teachers in Bauru, a São Paulo State city, we developed a continuing education proposal titled "The History and Philosophy of Science in the Physics teachers' pedagogical practice", lasting 40 hours of lessons. We followed the performance of five teachers who participated in activities during the 2008 first semester and were teaching Physics at High School level. They designed proposals for short courses, taking into consideration aspects of History and Philosophy of Science and students' alternative conceptions. Short courses were applied in real classrooms situations and accompanied by reflection meetings. This is a qualitative research, and treatment of data collected was based on content analysis, according to Bardin [1].
Journal of Physics: Conference Series, 2019
The objective of this study is to understand how a curriculum of an initial physics teacher education programme introduces elements of research in physics education for future teachers. This study is justified by the need to reduce the gap between what educational research outcomes says and what is practiced in the classroom, taking the initial teacher training as a possible way to bridge this gap. We present analysis of curricular documents of an initial teacher education programme in Brazil, mainly the Pedagogical Project and Teaching Plans of the subjects Methodology and Practice of Physics Teaching, and we based on Discourse Analysis as a theoretical-methodological framework. Analysis of the curricular documents of the programme indicates that there are several topics that are being studied by the researchers in physics education such as alternative conceptions, CTS relations and didactic laboratories, present in the curriculum. However, the various possible interpretations for ...
Physics Teachers' Education (PTE): Problems and Challenges
A vast majority of the research results acknowledge the crucial role of teacher's education, as a vital tool in enhancing the quality of physics education. The projects like PISA, ROSE and TIMMS showcase the impact of teacher's education as a qualitative improvement in the physics learning environment. In Physics Education Research (PER), the impact of teacher's education had been addressed for the its role in the enhancement of positive interest among the students. The current worldwide state of the art characterizes a large variety of boundary conditions, traditions and practices that are being followed. In our present context, we foucus and discuss on the multidimensional challanges such as competencies needed, degrees required, problems encountered, support to be provided and the basic pre-requirements of Teacher's education for the secondary schools. We present some of the teaching methods and practices followed in coherent with, both, the Student centered and open learning environments along with some of the useful didactical indicators. Also, we potray a couple of research-based examples successfully experimented in Italy. Finally we propose some useful recommendations along with the criteria to be followed in the teachers education for the overall improvement.