Pedagogical practices carried out during an in-service teachers education project: approaching history and philosophy of science to physics teaching

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].

Pre-Service Teachers’ Mathematics Language and Reflection in the Context of an Early Childhood Mathematics Methods Course

Thesis (Ph.D.)--University of Washington, 2016-06

On-line collaborative learning for in-service teacher education

This article brings some of the results of a study that analyzes a hybrid course for in-service teachers in the Project Teletandem Brazil: foreign languages for all. In this project, Brazilian teachers of Spanish as a foreign language took part in a blended tandem learning course, communicating via videoconferencing with Uruguayan teachers of Portuguese as a foreign language. The aim of the study was to verify Brazilian teachers' concepts and beliefs concerning language and culture and how the teletandem interactions affected them. After the interactions, teachers' views of culture seemed to also incorporate aspects of culture as an interpersonal process, instead of the factual and static view which was previously predominant. Therefore teacher education programs must consider the possibility of conjugating theory and reflective practice through the use of videoconference tools in order to allow teachers to experience culture rather learn facts about it. © 2011 ACADEMY PUBLISHER.

Teachers in action : tasks for in-service language teacher education and development.

Ofrece un marco flexible para alentar a los profesores de lengua en la investigación de temas que son relevantes para su propio desarrollo profesional. Contiene una serie de recursos diseñados específicamente para ayudarles a desarrollar sus habilidades, conocimientos y actitudes. Estos recursos son extensas tareas presentadas en hojas de trabajo, que pueden fotocopiarse y que sirven para la formación continua del profesor y para el desarrollo de programas.

In-Service Education of Science Teachers: Virtual Simulators as a Resource for Experimental Work

Monogr??fico con el t??tulo: " Formaci??n de profesores. Perspectivas de Brasil, Colombia, Espa??a y Portugal"

The influence of an in-service programme on primary teachers conceptions about practical work

Monogr??fico con el t??tulo: " Formaci??n de profesores. Perspectivas de Brasil, Colombia, Espa??a y Portugal"

In-service and pre-service teachers' opinion on the use of models in teaching chemistry

The presented study examined the opinion of in-service and prospective chemistry teachers about the importance of usage of molecular and crystal models in secondary-level school practice, and investigated some of the reasons for their (non-) usage. The majority of participants stated that the use of models plays an important role in chemistry education and that they would use them more often if the circumstances were more favourable. Many teachers claimed that three-dimensional (3d) models are still not available in sufficient number at their schools; they also pointed to the lack of available computer facilities during chemistry lessons. The research revealed that, besides the inadequate material circumstances, less than one third of participants are able to use simple (freeware) computer programs for drawing molecular structures and their presentation in virtual space; however both groups of teachers expressed the willingness to improve their knowledge in the subject area. The investigation points to several actions which could be undertaken to improve the current situation.

Motivation and Learning in Mathematics Pre-service Teachers

Based on a review of literature of conceptual and procedural knowledge in relation to intrinsic and extrinsic motivation, the purpose of this study was to test the relationship between conceptual and procedural knowledge and intrinsic and extrinsic motivation. Thirty-eight education students with a mathematics focus (elementary or secondary) in their junior, senior, or fifth year completed a survey with a Likert scale measuring their preference to learning (conceptual or procedural) and their motivation type (intrinsic or extrinsic). Findings showed that secondary mathematics focused students were more likely to prefer learning mathematics conceptually than elementary mathematics focused students. However, secondary and elementary mathematics focused students showed an equal preference for learning mathematics procedurally and sequentially. Elementary and secondary students reported similar intrinsic and extrinsic motivation. Extrinsically motivated students preferred procedural learning more than conceptual learning. While there was no statistically significant preference with intrinsically motivated students, there was a trend favoring preference of conceptual learning over procedural learning. These results tend to support the hypothesis that mathematics focused students who prefer conceptual learning are more intrinsically motivated, and mathematics focused students who prefer procedural learning are more extrinsically motivated.

The influence of an in-service programme on primary teachers conceptions about practical work

The purpose of this study was to investigate how an in-service programme influenced primary teachers’ conceptions about practical work. Ten elementary teachers participated in a Portuguese city in an one-year professional development programme, which aimed to promote the use of practical activities in classroom. Semi-structured interviews and classroom observations were both used to examine changes in teachers’ conceptions about science teaching and in their classroom pratices. Data also included written artefacts, such as teachers’ written reflections, lesson plans, activity sheets, assessment items and student work samples. Based on the analysis of the data, the changes in teachers’ conceptions were organized into four categories: student and learning, teacher and teaching, science teaching, and teaching context. Throughout their participation in the programme, teachers pointed out several constraints related to planning and implementing practical activities. Results indicate that most teachers were able to overcome their initial difficulties and progressively gained more confidence in using student-centered pratices. However, one year after the end of the programme, teachers reported that their actual practices did not changed significantly, particularly with regard to inquiry-based practical and collaborative activities, which remained absent or rare. Implications for professional development and further research are discussed.

'I never imagined I'd have to teach these children': Providing authentic learning experiences for secondary pre-service teachers in teaching students with special needs

This article describes a collaborative and cross-curricula initiative undertaken in the School of Education at the University of Queensland, Brisbane, Australia. The project involved developing an integrated approach to providing professional year pre-service secondary teacher education students with experiences that would assist them to develop their knowledge and skills to teach students with special needs in their classrooms. These experiences were undertaken in the authentic teaching and learning context of a post-school literacy program for young adults with intellectual disabilities. In preliminary interviews pre-service teachers revealed that they lacked experience, knowledge and understanding related to teaching students with special needs, and felt that their teacher education program lacked focus in this field. This project was developed in response to these expressed needs. Through participating in the project, pre-service teachers' knowledge and understanding about working with students with diverse learning needs were developed as they undertook real and purposeful tasks in an authentic context.

Illustrating Cognitive Connections between Math and Language in Pre-Service Teachers’ Perceptions of Common or Everyday Terms

This paper introduces a new construct that we term Math Mediated Language (MML) focusing on the notion that common or everyday terms with mathematical meanings are important building blocks for students’ mathematical reasoning. A survey given to 96 pre-service early childhood educators indicated clear patterns of perceptions of these terms.

Intentional Use and Evaluation of iPad Applications in the Instruction of Pre-service Teachers

This study was undertaken to examine how instructor use of emerging technologies can contribute to better quality pre-service teacher education. A group of nine Memorial University Faculty of Education instructors attempted to systematically incorporate mobile tablet (iPad) technologies into their on-campus instruction over the period of one academic year (2013-2014). Participants familiarized themselves with their device; evaluated a range of instructional applications (apps) specific to their discipline and/or teaching focus areas; and attempted to intentionally integrate the device into the classroom-learning environment. The research team utilized several focus groups and semi-structured interviews to elicit the representations of participants with respect to their impressions of the value of tablet technologies and their experiences in implementing tablet technology in their instructional practice.

Examining current provision, practice and experience of initial teacher training providers in Ireland preparing pre service teachers for the inclusion of students with special education needs in physical education classes.

Research from an international perspective in relation to the preparation of pre service teachers in physical education and special educational needs indicates that initial teacher training providers are inconsistent in the amount of time spent addressing the issue and the nature of curricular content (Vickerman, 2007). In Ireland, research of Meegan and MacPhail (2005) and Crawford (2011) indicates that physical education teachers do not feel adequately prepared to accommodate students with Special Educational Needs (SEN) in physical education classes. This study examined initial teacher training provision in Ireland in the training of pre service physical education teachers in SEN. The methodology used was qualitative and included questionnaires and interviews (n=4). Findings indicated that time allocation (semester long modules), working with children with disabilities in mainstream settings (school or leisure centre based), lack of collaboration with other PETE providers (n=4) and a need for continued professional development were themes in need of address. Using a combined approach where the recently designed European Inclusive Physical Education Training (Kudlácěk, Jesina, & Flanagan, 2010) model is infused through the undergraduate degree programme is proposed. Further, the accommodation of hands on experience for undergraduates in mainstream settings and the establishment of inter institutional communities of practice, with a national disability research initiative, is essential to ensure quality adapted physical activity training can be accommodated throughout Ireland.

Analysis of english teachers' perceptions related to strategies studied in a in-service course in Cuenca

El presente estudio describe las percepciones de los profesores fiscales de inglés en relación a las estrategias aprendidas durante una capacitación realizada en el año 2012 por un grupo de investigadores de la Facultad de Filosofía de la Universidad de Cuenca. En el año 2014, este grupo de investigadores inició un proyecto para analizar el impacto de dicha capacitación. Este es el marco contextual en el cual se desarrolla el análisis de la percepción docente. La propuesta está basada en el método exploratorio. El instrumento de investigación fue la entrevista personal a diez profesores que participaron de la capacitación en el año 2012. Los resultados fueron analizados con la ayuda del Software Atlas ti. Se identificaron catorce códigos diferentes que fueron agrupados en cuatro grupos de familias: estrategias comunicativas, aprendizaje significativo, percepciones de las necesidades e inconsistencias. Todas estas familias de códigos convergieron alrededor del Aprendizaje Basado en Tareas (ABT), el cual permitía generar un outcome, cuyo significado específico es la generación de un producto a partir del uso del idioma inglés por parte de los estudiantes. Un hallazgo importante fue que casi todos los profesores recordaron varias estrategias aprendidas en la capacitación, mismas que sumaron un total de nueve, además la mitad de docentes estaba usando el outcome en sus clases, ello da cuenta de la percepción positiva que tienen los docentes sobre el curso, a pesar de haber transcurrido dos años de su clausura.