Stimulating Professional Development through the Use of Interviews and Observations.

Autor/inn/en	Adams, Paul E.; Krockover, Gerald H.
Titel	Stimulating Professional Development through the Use of Interviews and Observations.
Quelle	(1997), (18 Seiten) PDF als Volltext kostenfreie Datei Verfügbarkeit
Beigaben	Tabellen
Sprache	englisch
Dokumenttyp	gedruckt; online; Monographie
Schlagwörter	Tagungsbericht; Biology; Case Studies; Cognitive Structures; Constructivism (Learning); Epistemology; Interviews; Longitudinal Studies; Observation; Professional Development; Reflective Teaching; Science Teachers; Secondary Education; Student Centered Curriculum; Teacher Education Programs + Suchen Sie Ihr Suchwort? Biologie; Case study; Fallstudie; Case Study; Cognitive structure; Kognitive Struktur; Erkenntnistheorie; Interviewing; Interviewtechnik; Longitudinal study; Longitudinal method; Longitudinal methods; Längsschnittuntersuchung; Beobachtung; Science; Teacher; Teachers; Science teacher; Wissenschaft; Lehrer; Lehrerin; Lehrende; Sekundarbereich
Abstract	This paper reports on a three-year case study of a secondary biology teacher that explores the use of two instruments: The Teachers Pedagogical Philosophy Interview (L. Richardson and P. Simmons, 1994) and the Secondary Science Teacher Analysis Matrix (J. Gallagher and J. Parker, 1995). The a priori research questions that guided this case study pertained to how the instruments stimulate recall of secondary science preservice program experiences and the perceived impact of the use of the instruments on teaching as reported by the teacher and observed in his practice. Results of the study indicate the importance of longitudinal research in studying the impact of science teacher education programs and that universities and colleges should not relinquish responsibility for the professional development of teachers once they graduate from the program. The findings also indicate that the instruments provide a method of helping beginning teachers refocus on research-based instructional methods. Contains 50 references. (DDR)
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2004/1/01