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- Science teaching (2)
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- Chemistry teacher education; science teacher education; spiral progression; Philippine K-12 curriculum (1)
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Articles 1 - 8 of 8
Full-Text Articles in Education
Teaching Chemistry In A Spiral Progression Approach: Lessons From Science Teachers In The Philippines, Joymie R. Orbe, Allen A. Espinosa, Janir T. Datukan
Teaching Chemistry In A Spiral Progression Approach: Lessons From Science Teachers In The Philippines, Joymie R. Orbe, Allen A. Espinosa, Janir T. Datukan
Australian Journal of Teacher Education
As the Philippines moves towards implementing the K-12 curriculum, there has been a mismatch in teacher preparation in science. The present teacher education curriculum prepares science teachers to specialise in a specific field (e.g. integrated science, biology, chemistry, and physics). However, in the K-12 curriculum, they are required to teach all the sciences in a spiral progression approach. Hence, this study analysed the experiences of science teachers in teaching chemistry in the K-12 curriculum in order to identify their challenges and how they are overcoming them. Findings suggest that the teacher’s content, pedagogy, and assessment in chemistry are problematic; specifically, …
Developing Pre-Service Teachers: The Impact Of An Embedded Framework In Literacy And Numeracy., Peter Sellings, Karen Felstead, Anitra Goriss-Hunter
Developing Pre-Service Teachers: The Impact Of An Embedded Framework In Literacy And Numeracy., Peter Sellings, Karen Felstead, Anitra Goriss-Hunter
Australian Journal of Teacher Education
This paper focuses on the development of the academic and personal literacy and numeracy skills of pre-service teachers. It examines how an embedded enhancement framework of literacy and numeracy support named the DEER (Developing, Embedding, Extending, Reflecting) framework by the researchers was created in initial teacher education (ITE) programs in regional Victoria. The implementation of the DEER framework will be discussed and an evaluation of the impact of the DEER framework will be presented. Quantitative data draws on two test results in both literacy and numeracy, comparing the performance of students. These tests were undertaken by pre-service teachers, before and …
Teacher Knowledge And Learning In-Situ: A Case Study Of The Long Division Algorithm, Shikha Takker, K. Subramaniam
Teacher Knowledge And Learning In-Situ: A Case Study Of The Long Division Algorithm, Shikha Takker, K. Subramaniam
Australian Journal of Teacher Education
The aim of the study reported in this paper was to explore and enhance experienced school mathematics teachers’ knowledge of students’ thinking, as it is manifested in practice. Data were collected from records of classroom observations, interviews with participating teachers, and weekly teacher-researcher meetings organized in the school. In this paper, we discuss the mathematical challenges faced by a primary school teacher as she attempts to unpack the structure of the division algorithm, while teaching in a Grade 4 classroom. Through this case study, we exemplify how a focus on mathematical knowledge for teaching ‘in situ’ helped in triggering a …
Teachers’ Attitudes Toward Teaching Science In A New Zealand Intermediate School, Yvonne Ualesi, Gillian Ward
Teachers’ Attitudes Toward Teaching Science In A New Zealand Intermediate School, Yvonne Ualesi, Gillian Ward
Australian Journal of Teacher Education
Concern has been raised globally that a lack of interest by teachers towards teaching science has a negative impact on the children they teach. While attention has been paid to the teacher as a contributing factor to students’ attitudes, less has been written about the attitudes of teachers. To bridge this gap, the current study examines six Year 8 teachers’ attitudes towards teaching science in a New Zealand intermediate school. Biographical data was gathered and individual semi-structured interviews were conducted that explored the teachers’ attitudes. van Aalderen-Smeets et al.’s (2012) framework, which takes a multidimensional view of attitudes, is used …
The Effects Of The School-Work Environment On Mathematics Teachers’ Motivation For Teaching: A Self-Determination Theoretical Perspective, Danya M. Corkin, Adem Ekmekci, Richard Parr
The Effects Of The School-Work Environment On Mathematics Teachers’ Motivation For Teaching: A Self-Determination Theoretical Perspective, Danya M. Corkin, Adem Ekmekci, Richard Parr
Australian Journal of Teacher Education
Guided by self-determination theory, this study investigated the extent to which factors of teachers’ school-work environments predict their self-efficacy and intrinsic value for teaching. Participants were 217 mathematics teachers working in Texas public schools. Results indicated that principals’ autonomy support positively predicted teachers’ self-efficacy and intrinsic value for teaching beyond years of teaching experience, mathematics background, and grade level taught. Moreover, the negative effects of school-work environments dominated by high-stakes testing on teachers’ motivation for teaching were moderated by the level of autonomy support provided by the school principal.
Preservice Teachers’ Self-Efficacy To Teach Primary Science Based On ‘Science Learner’ Typology, Christina M. Norris, Julia E. Morris, Geoffrey W. Lummis
Preservice Teachers’ Self-Efficacy To Teach Primary Science Based On ‘Science Learner’ Typology, Christina M. Norris, Julia E. Morris, Geoffrey W. Lummis
Research outputs 2014 to 2021
According to international benchmarks [Thomson, S., Wernert, N., O'Grady, E., & Rodrigues, S. (2017). TIMSS 2015: Reporting Australia's results. Retrieved from Camberwell, Victoria: www.acer.edu.au/timss], Australia’s science education is still in decline and so the need for further investigation into preservice teachers is warranted. Utilising data from a broader mixed methods doctoral study [Norris, C. M. (2017). Exploring the impact of postgraduate preservice primary science education on students’ self-efficacy. Retrieved from http://ro.ecu.edu.au/theses/2040], this paper investigates the type of science learner entering into postgraduate preservice primary teacher education and how different learner types influence teacher self-efficacy and their effectiveness to teach science …
Some Philosophical Musings On The Rtsre Conference, David H. Mckinnon
Some Philosophical Musings On The Rtsre Conference, David H. Mckinnon
Research outputs 2014 to 2021
This paper is written in response to an invitation after having had some discussions with the organizer, Dr Michael Fitzgerald. We had been discussing our reactions to all of the papers presented. I had been somewhat dismayed by the “lack of educational knowledge” displayed. Reflection revealed that this was not surprising given that so few had undertaken any advanced training in education. Many were scientists and experts in their fields of astronomy, technology or robotics. Consequently, I cover some key topics that I consider to be important in this domain. These include: the message systems of curriculum, pedagogy and evaluation …
Effects Of The Instruction With Mathematical Modeling On Pre-Service Mathematics Teachers’ Mathematical Modeling Performance, Gulzade Karaci Yasa, Ilhan Karatas
Effects Of The Instruction With Mathematical Modeling On Pre-Service Mathematics Teachers’ Mathematical Modeling Performance, Gulzade Karaci Yasa, Ilhan Karatas
Australian Journal of Teacher Education
The purpose of the study was to investigate the effects of the instruction with mathematical modeling on pre-service mathematics teachers’ mathematical modeling performance. The participants were 24 pre-service elementary mathematics teachers. A mixed method approach was used to conduct the research. Each week, the participants were given two mathematical modeling problems and solved them as a group. After that, each group shared their solutions with the class so that there was an opportunity to focus on different solution methods. The data was collected via a pre and a post mathematical modeling test. SPSS package program was utilized in order to …