Teachers' Attitudes toward Teaching Science in a New Zealand Intermediate School

Autor/inn/en	Ualesi, Yvonne; Ward, Gillian
Titel	Teachers' Attitudes toward Teaching Science in a New Zealand Intermediate School
Quelle	In: Australian Journal of Teacher Education, 43 (2018) 6, S.35-49, Artikel 3 (16 Seiten)Infoseite zur Zeitschrift PDF als Volltext kostenfreie Datei Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0313-5373
Schlagwörter	Teacher Attitudes; Science Instruction; Foreign Countries; Student Attitudes; Middle School Teachers; Semi Structured Interviews; Grade 8; Teacher Characteristics; Guidelines; Positive Attitudes; Faculty Development; Pedagogical Content Knowledge; Questionnaires; Science Careers; Science Programs; Affective Behavior; Teaching Methods; Qualitative Research; New Zealand + Suchen Sie Ihr Suchwort? Lehrerverhalten; Teaching of science; Science education; Natural sciences Lessons; Naturwissenschaftlicher Unterricht; Ausland; Schülerverhalten; Middle school; Middle schools; Teacher; Teachers; Mittelschule; Mittelstufenschule; Lehrer; Lehrerin; Lehrende; School year 08; 8. Schuljahr; Schuljahr 08; Richtlinien; Pädagogische Kompetenz; Fragebogen; Affective disturbance; Active behaviour; Affektive Störung; Teaching method; Lehrmethode; Unterrichtsmethode; Qualitative Forschung; Neuseeland
Abstract	Concern has been raised globally that a lack of interest by teachers towards teaching science has a negative impact on the children they teach. While attention has been paid to the teacher as a contributing factor to students' attitudes, less has been written about the attitudes of teachers. To bridge this gap, the current study examines six Year 8 teachers' attitudes towards teaching science in a New Zealand intermediate school. Biographical data was gathered and individual semi-structured interviews were conducted that explored the teachers' attitudes. van Aalderen-Smeets et al.'s (2012) framework, which takes a multidimensional view of attitudes, is used as a lens to examine the attitudes of the participants in the current study. In general, the participants had a positive attitude towards teaching science. The dimensions contributing to their positivity or negativity are discussed. Implications for supporting teachers to teach science through professional learning and development opportunities in order to create positive attitudes to teach science are proposed. (As Provided).
Anmerkungen	Edith Cowan University. Bradford Street, Mount Lawley, West Australia 6050, Australia. Web site: http://ro.ecu.edu.au/ajte/
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01