Journal of Science Teacher Education最新文献_第6页

The Emphasis on Multicultural Science Instruction in NSTA Science Scope and the Science Teacher Journals NSTA科学视野下的多元文化科学教学与科学教师期刊

IF 1.9

Journal of Science Teacher Education Pub Date : 2023-04-11 DOI: 10.1080/1046560x.2023.2181506

Julie C. Brown, M. Joyce

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Peer to Peer vs. Virtual Rehearsal Simulation Rehearsal Contexts: Elementary Teacher Candidates’ Scientific Discourse Skills Explored 点对点与虚拟排演模拟排演情境:小学教师候选人的科学话语技巧探讨

IF 1.9

Journal of Science Teacher Education Pub Date : 2023-04-10 DOI: 10.1080/1046560x.2023.2181505

Tammy D. Lee, Carrie W. Lee, Mark H. Newton, P. Vos, Jennifer L. Gallagher, Daniel L. Dickerson, Camryn Regenthal

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Developing STEM Teachers’ Cultural Competence through an Urban Teaching Curriculum: A Cultural Border Crossing Experience 通过城市教学课程培养STEM教师的文化能力:文化跨界体验

IF 1.9

Journal of Science Teacher Education Pub Date : 2023-04-03 DOI: 10.1080/1046560X.2022.2046248

Justina A. Ogodo

{"title":"Developing STEM Teachers’ Cultural Competence through an Urban Teaching Curriculum: A Cultural Border Crossing Experience","authors":"Justina A. Ogodo","doi":"10.1080/1046560X.2022.2046248","DOIUrl":"https://doi.org/10.1080/1046560X.2022.2046248","url":null,"abstract":"ABSTRACT Many studies have argued the need for culturally competent teachers in the classroom as learners’ demography shifts toward more diversity. The teaching workforce remains predominantly unchanged, with more White teachers than other races or ethnic groups. Many teacher preparation programs use multicultural education or equity and diversity courses that focus on current issues and perspective; however, few use curriculums that focus on urban teaching or integrate an immersive experience to enhance their preservice teachers’ cultural competency. This paper highlights an urban teaching curriculum that uses a holistic praxis of formal—theory-based and informal—practice-based immersive learning experience to prepare preservice teachers for diversified urban classrooms. The study examined the impact of the curriculum on preservice teachers’ development of cultural knowledge base leading to cultural competency. This well-crafted praxis offer rich and authentic learning experiences resulting in the positive transformation of the preservice teacher’s beliefs, dispositions, and self-efficacy to be culturally aware and responsive. The findings indicate that cultural isolation and deficit perspectives contributed to the participants’ lack of cultural knowledge. However, the immersive experience presented through the curriculum provided the preservice teachers’ access to authentic informal learning that transformed their worldviews and enhanced their self-efficacy to teach in urban high-need settings.","PeriodicalId":47326,"journal":{"name":"Journal of Science Teacher Education","volume":"34 1","pages":"267 - 286"},"PeriodicalIF":1.9,"publicationDate":"2023-04-03","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"48816454","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

引用次数: 0

Investigating the Quality of Enacted Pedagogical Content Knowledge by Mapping Out Component Interactions: A Case Study of a Teacher Educator Teaching Basic Genetics 通过绘制成分交互关系来考察制定的教学内容知识的质量——以一位教师教育工作者教授基础遗传学为例

IF 1.9

Journal of Science Teacher Education Pub Date : 2023-03-08 DOI: 10.1080/1046560x.2022.2158267

A. Buma, Eunice Nyamupangedengu

引用次数: 0

An Agreed Figured World – Conceptualizing Good Physics Teachers in a Finnish University 一个商定的数字世界——芬兰大学优秀物理教师的概念化

IF 1.9

Journal of Science Teacher Education Pub Date : 2023-03-03 DOI: 10.1080/1046560x.2023.2169654

Lotta Jons, J. Airey

引用次数: 0

University Teachers’ Experiences of Teaching Hands-On Components in Science and Technology in Primary Teacher Education during COVID-19 2019冠状病毒病疫情期间高校教师在小学教师教育中讲授科技实践课程的经验

IF 1.9

Journal of Science Teacher Education Pub Date : 2023-03-03 DOI: 10.1080/1046560x.2023.2165999

Jonas Hallström, Johanna Frejd

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How Teachers’ Knowledge of Curriculum Supports Partnering with Students in Their Science Learning 教师的课程知识如何支持与学生在科学学习中的合作

IF 1.9

Journal of Science Teacher Education Pub Date : 2023-03-03 DOI: 10.1080/1046560x.2023.2167508

W. Penuel, Anna-Ruth Allen, Clarissa Deverel-Rico, Corinne Singleton, Carol Pazera

引用次数: 0

The Scientific Curiosity of Preservice Elementary Teachers and Confidence for Teaching Specific Science Topics 职前小学教师的科学好奇心与特定科学主题教学的信心

IF 1.9

Journal of Science Teacher Education Pub Date : 2023-03-03 DOI: 10.1080/1046560x.2023.2168858

Allison Antink-Meyer, Melisa Brown, Alex Wolfe

引用次数: 0

“I Will Fight. I Will Advocate. I Will Tell Others”: The Impacts of the Deliberate Attention to Caring about Effective Elementary Science Instruction in a Methods Course “我会战斗。我会倡导。我会告诉别人”：方法课程中刻意关注对有效基础科学教学的影响

IF 1.9

Journal of Science Teacher Education Pub Date : 2023-02-16 DOI: 10.1080/1046560X.2022.2151164

Julianne A. Wenner, Michele B. Carney

{"title":"“I Will Fight. I Will Advocate. I Will Tell Others”: The Impacts of the Deliberate Attention to Caring about Effective Elementary Science Instruction in a Methods Course","authors":"Julianne A. Wenner, Michele B. Carney","doi":"10.1080/1046560X.2022.2151164","DOIUrl":"https://doi.org/10.1080/1046560X.2022.2151164","url":null,"abstract":"ABSTRACT Given the myriad mandates and policies related to math and language arts education, U.S. public elementary teachers must care about teaching science for it to actually happen. Consequently, this study sought to explore the impacts of assignments in a science methods course supporting teacher candidates (TCs) in caring about effective elementary science instruction (EESI). Different from other teacher dispositions, this study defines caring about elementary EESI as having the ability to articulate the value it provides to students and society and internalize the importance such that one is driven to teach science at a high level, even if they must overcome obstacles. Data were collected via two care-focused assignments, a pre/post-survey, and an interview. Findings indicate that a) for many, this course was the first time they realized the value of EESI; b) the care-focused assignments in the course allowed TCs to flesh out arguments as to why elementary science is important; and c) TCs were more assertive and specific about actions they will take in the future to support and/or advocate for EESI. Explicitly attending to the notion of caring about EESI in a science methods course is necessary if instructors are to support TCs in teaching EESI.","PeriodicalId":47326,"journal":{"name":"Journal of Science Teacher Education","volume":"34 1","pages":"770 - 791"},"PeriodicalIF":1.9,"publicationDate":"2023-02-16","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"44444295","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

引用次数: 0

Preservice Biology Teachers’ Generic and Subject-specific Career Choice Motives 职前生物教师的一般与专业职业选择动机

IF 1.9

Journal of Science Teacher Education Pub Date : 2023-02-16 DOI: 10.1080/1046560X.2022.2148856

Moritz Krell

{"title":"Preservice Biology Teachers’ Generic and Subject-specific Career Choice Motives","authors":"Moritz Krell","doi":"10.1080/1046560X.2022.2148856","DOIUrl":"https://doi.org/10.1080/1046560X.2022.2148856","url":null,"abstract":"ABSTRACT Teachers’ career choice motives are defined as the interests, orientations, and motives of young people that motivate them to aspire the teaching career. Teachers’ career choice motives have been shown to impact teaching and job retention. Many studies investigated teachers generic career choice motives but studies on teachers’ subject-specific career choice motives are widely missing. This study investigated preservice biology teachers’ (N = 168) generic and subject-specific career choice motives by using open-ended questions and applying a qualitative content analysis approach to the data analysis. Category systems with generic and subject-specific career choice motives were deductively developed and inductively refined. The findings suggest intrinsic and altruistic motives to be most prominent. In contrast to most previous studies, the extrinsic motive benefits and returns of the teaching profession was also mentioned quite often. Furthermore, the qualitative approach made it possible to differentiate between the motives subject interest in biology and relevance of biology. Only small relationships were found between the generic and the subject-specific career choice motives of the participants and between the career choice motives and sociodemographic background variables. Implications for future research and teacher education are proposed.","PeriodicalId":47326,"journal":{"name":"Journal of Science Teacher Education","volume":"34 1","pages":"732 - 750"},"PeriodicalIF":1.9,"publicationDate":"2023-02-16","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"43420707","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

引用次数: 0