Science teacher candidates developing professional pedagogical vision around ambitious science teaching practices
Başlık çevirisi mevcut değil.
- Tez No: 592523
- Danışmanlar: DR. SCOTT MCDONALD
- Tez Türü: Doktora
- Konular: Eğitim ve Öğretim, Education and Training
- Anahtar Kelimeler: Belirtilmemiş.
- Yıl: 2016
- Dil: İngilizce
- Üniversite: The Pennsylvania State University
- Enstitü: Yurtdışı Enstitü
- Ana Bilim Dalı: Belirtilmemiş.
- Bilim Dalı: Belirtilmemiş.
- Sayfa Sayısı: 279
Özet
Özet yok.
Özet (Çeviri)
This study examines how science teacher candidates negotiate ambitious science teaching practices and how they develop professional pedagogical vision during a science teaching methods course. Specifically, the following research questions are investigated: 1) How do teacher candidates negotiate and make meaning of ambitious science teaching practices when they engage in discussions in the first five weeks of methods course? 2) How does the professional pedagogical vision of science teacher candidates develop around teaching practices related to student ideas in a semester-long secondary science teaching methods course? Ambitious science teaching practices are used as part of the curriculum of the science teaching methods course. Using case study design and grounded theory for analysis, the research study investigated six TCs and their instructor during a science teaching methods course. Through using Studiocode video analysis, creating event maps, and applying interactional discourse analysis, I answered the two research questions. Analysis of how TCs negotiate meaning of ambitious science teaching practices yielded three themes: TCs negotiated agency: who is responsible for generating the scientific explanations, what counted as an explanation along with focusing on certain aspects of scientific explanations, and what counted as a phenomenon in the lesson and its relation to the content storyline of the lesson. Analysis of how TCs develop professional pedagogical vision provided four claims: TCs initially identified a small set of important practices and over time identified additional practices, as well as becoming more sophisticated about all of the practices; thus they developed a professional pedagogical vision increasingly aligned with ambitious science teaching. TCs develop professional pedagogical vision through in-the-moment and over-time negotiations of the teaching practices. Findings also showed that material representations of decompositions of teaching practice were important in supporting the negotiation of professional pedagogical vision. TCs negotiate professional pedagogical vision more intensely in the context of local examples of practice than in distal exemplars of practice. Study implications for the preservice teacher education context are discussed
Benzer Tezler
- Eğitim fakültesine devam etmekte olan öğretmen adayları ile pedagojik formasyon sertifika programına devam etmekte olan öğretmen adaylarının hayat boyu öğrenme yeterlik algılarının incelenmesi
Investigation of lifelong learning competency levels of teacher candidates attending the faculty of education and those enrolled in the pedagogical formation certificate program
ESMA AKYALÇIN
Yüksek Lisans
Türkçe
2024
Eğitim ve ÖğretimNiğde Ömer Halisdemir ÜniversitesiEğitim Ana Bilim Dalı
DOÇ. DR. BUKET ÜNDEMİR
- Küresel iklim değişikliği konulu animasyon filmlerin fen bilimleri öğretmen adaylarının farklı öğrenme ürünlerine etkisi
The effect of animated movies themed global climate change and its impact on different learning products of science teacher candidates
GÖKMEN ÖZKARA
Yüksek Lisans
Türkçe
2024
Eğitim ve ÖğretimMarmara ÜniversitesiMatematik ve Fen Bilimleri Eğitimi Ana Bilim Dalı
DOÇ. FATMA ÖNEN ÖZTÜRK
- Fen bilgisi öğretmen adaylarının disiplinlerarası projelerle mentorluk becerilerinin geliştirilmesi
Developing the mentoring skills of science teachers through interdisciplinary projects
ZEHRA BETÜL ALP
Doktora
Türkçe
2022
Eğitim ve ÖğretimMarmara Üniversitesiİlköğretim Ana Bilim Dalı
PROF. DR. FATMA ŞAHİN
- MEB aday öğretmen yetiştirme programındaki kitapların eleştirel pedagoji açısından değerlendirilmesi
Evaluation of the books in the candidate teacher training program of the ministry of national education in context of critical pedagogy
SİNEM DAL
Yüksek Lisans
Türkçe
2018
Eğitim ve ÖğretimAydın Adnan Menderes ÜniversitesiEğitim Bilimleri Ana Bilim Dalı
DOÇ. DR. PINAR YENGİN SARPKAYA
- Fen bilgisi öğretmen adaylarının karar verme becerisi kapsamında mesleki bilgilerinin gelişimi üzerine tasarlanan kılavuzun etkililiğinin değerlendirilmesi
Decision making of candidates of science teachers development of professional knowledge within the scope of skills the effectiveness of the guide designed evaluation
TUĞBA ORTAHİSAR
Yüksek Lisans
Türkçe
2021
Eğitim ve ÖğretimTrabzon ÜniversitesiMatematik ve Fen Bilimleri Eğitimi Ana Bilim Dalı
DOÇ. DR. HAVA İPEK AKBULUT