Beginning secondary science teachers' classroom roles and instructional methods : an exploratory study of conflicts within practical theories /
teacher's classroom behaviors. Taken together, these factors are referred to as a teacher's practical theory. Some of the elements of practical theories are perceptions regarding classroom role, impressions of student abilities, resection on experiences, and content knowledge. First-year t...
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| Format: | Thesis Book |
| Language: | English |
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[Place of publication not identified] :
[publisher not identified] ;
1998.
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| Subjects: | |
| Online Access: | http://proxy.library.tamu.edu/login?url=http://proquest.umi.com/pqdweb?did=732820811&sid=1&Fmt=2&clientId=2945&RQT=309&VName=PQD |
| Summary: | teacher's classroom behaviors. Taken together, these factors are referred to as a teacher's practical theory. Some of the elements of practical theories are perceptions regarding classroom role, impressions of student abilities, resection on experiences, and content knowledge. First-year teachers, or beginning teachers, are faced with many new challenges as they embark on their endeavor to facilitate the learning of the: students. The congruence of the elements within the: students. The congruence of the elements within their practical theories of teaching can provide the foundation for consistency within their classroom practices. The researcher investigated two aspects of the practical theories of beginning secondary science teachers. TM fist aspect was teachers' perceptions of their roles in the classroom. The second aspect was teachers' intended instructional methods. Interview data from 27 beginning secondary science teachers who earned the: teacher certification from one of three institutions were used for the study. The interviews were analyzed for information regarding the aforementioned aspects. An interview theme analysis (Hewson, Kerby, & Cook, 1995) was completed for each teacher. The characterization of each teacher's role was based on three categories outlined by Fensternucher and Soltks (1986): Executive, Therapist, and Liberationist. In describing their classroom role, most of the teachers alluded to an Executive-type approach to teaching. in which their concerns regarding conveyance of content, processes or skills were paramount. In many cases, they mentioned the use of more than one instructional method; topics and variability in student lending styles Recounted for the implementation of multiple methods. Methods usually included activities or hand-on experiences. Son. teachers mentioned a certain "feel'' of the classroom that was necessary for student learning. More than two-thirds of the teachers either expressed conflicts in their interview or showed evidence of inconsistency within their practical theories. Sources of convict included difficulty with feting the individual needs of students and the inability to match views of the nature of science with instruction or content. |
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| Item Description: | Vita. "Major Subject: ". |
| Physical Description: | leaves : illustrations ; 28 cm. Issued also on microfiche from University Microfilm Inc. |
| Bibliography: | Includes bibliographical references: p. . |