A Longitudinal Investigation of Changing Conceptions about Teaching Science and Pedagogical Implications of Student Diversity

Autor/inn/en	Larkin, Douglas B.; Carletta, Liz; Evans, Sam
Titel	A Longitudinal Investigation of Changing Conceptions about Teaching Science and Pedagogical Implications of Student Diversity
Quelle	In: Science Education, 106 (2022) 2, S.335-363 (29 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Zusatzinformation	ORCID (Larkin, Douglas B.)
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0036-8326
DOI	10.1002/sce.21695
Schlagwörter	Longitudinal Studies; Attitude Change; Science Instruction; Student Diversity; Science Teachers; Teacher Attitudes; Student Evaluation; High School Teachers + Suchen Sie Ihr Suchwort? Longitudinal study; Longitudinal method; Longitudinal methods; Längsschnittuntersuchung; Attitudinal change; Einstellungsänderung; Teaching of science; Science education; Natural sciences Lessons; Naturwissenschaftlicher Unterricht; Science; Teacher; Teachers; Science teacher; Wissenschaft; Lehrer; Lehrerin; Lehrende; Lehrerverhalten; Schulnote; Studentische Bewertung; High school; High schools; Oberschule
Abstract	This longitudinal case study investigates how one science teachers' conceptions change in one domain (assessment of science learning) but not in another (understanding the pedagogical implications of student diversity) over a period of 10 years that includes a university teacher education program and nine subsequent years of experience of classroom teaching. This article describes the case of Victor, a White and male high school physics teacher, and documents changes in his conceptions of teaching science over 10 years. This study suggests that teachers who undertake the effort to change an aspect of their practice, knowing that they will need to rethink some of their existing ideas, can be successful. Conversely, if an area of teacher knowledge is underdeveloped at the conclusion of a teacher preparation program, there is no guarantee that the situation will be ameliorated simply through years of classroom experience, even if teachers grow to feel a level of increased confidence and comfort in that domain. It also demonstrates that the opportunity to undergo conceptual change with regard to issues of student diversity is highly dependent on a science teacher's identity, personal history, and teaching contexts and experiences. (As Provided).
Anmerkungen	Wiley. Available from: John Wiley & Sons, Inc. 111 River Street, Hoboken, NJ 07030. Tel: 800-835-6770; e-mail: cs-journals@wiley.com; Web site: https://www.wiley.com/en-us
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2022/4/11