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Education Commons

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Teacher Education and Professional Development

University of Nebraska - Lincoln

Series

2019

Teacher preparation

Articles 1 - 3 of 3

Full-Text Articles in Education

Meeting The Vision Of The Ngss: Critical Factors Of Effective Science Teaching (Poster), Elizabeth B. Lewis, Lyrica L. Lucas, Amy Tankersley, Elizabeth Hasseler, Brandon Helding Jul 2019

Meeting The Vision Of The Ngss: Critical Factors Of Effective Science Teaching (Poster), Elizabeth B. Lewis, Lyrica L. Lucas, Amy Tankersley, Elizabeth Hasseler, Brandon Helding

Department of Teaching, Learning, and Teacher Education: Posters and Presentations

With new national science education standards, we must understand how to prepare science teachers capable of advancing reform initiatives. In a 3-year longitudinal study we adopted a multi-method approach to investigate beginning science teachers’ instructional practices. We analyzed transcripts, observed science lessons, and documented weeks of lessons. Using this large dataset we posed research questions about the use of NGSS scientific practices in teachers’ science lessons (Project #1) and classroom diversity as it relates to teachers’ use of inquiry (Project #2). In order to expand our coding capability of science teaching data for use in our structural equation modelling efforts …


Measuring And Modelling How And When Effective Science Teaching Occurs, Elizabeth B. Lewis, Lyrica L. Lucas, Amy N. Tankersley, Elizabeth Hasseler, Brandon A. Helding Apr 2019

Measuring And Modelling How And When Effective Science Teaching Occurs, Elizabeth B. Lewis, Lyrica L. Lucas, Amy N. Tankersley, Elizabeth Hasseler, Brandon A. Helding

Department of Teaching, Learning, and Teacher Education: Posters and Presentations

With new national science education standards, we must understand how to prepare science teachers capable of advancing reform initiatives. In a 3-year longitudinal study we adopted a multi-method approach to investigate beginning science teachers’ instructional practices. We analyzed transcripts, administered a teaching self-efficacy survey, observed science lessons, and documented weeks of lessons. Using this large dataset, we posed research questions about the use of NGSS scientific practices in teachers’ science lessons (Paper #1) and teacher- and student-level characteristics as it relates to teachers’ use of inquiry in the classroom (Paper #2). In order to expand our coding capability of science …


A Narrative Inquiry Into Experiences Of Indigenous Teachers During And After Teacher Preparation, James Alan Oloo, Lydiah Kananu Kiramba Jan 2019

A Narrative Inquiry Into Experiences Of Indigenous Teachers During And After Teacher Preparation, James Alan Oloo, Lydiah Kananu Kiramba

Department of Teaching, Learning, and Teacher Education: Faculty Publications

This narrative inquiry is informed by a concern to increase the number of Indigenous teachers in Canadian classrooms. While the Indigenous population is younger and growing faster than the non-Indigenous population, educational attainment gap remains between the two groups of Canadians. The gap is widening at the university level. This study explores the experiences of two Indigenous teachers during and after teacher education in an Indigenous teacher education program and attempts to reframe teacher education to enhance the meaningful engagement of pre-service Indigenous teachers. We conducted interviews as conversations with the study participants as guided by open-ended unstructured research questions …