Novice Chemistry Teachers' Instructional Strategies in Teaching Mixed-Ability Classrooms

Autor/inn/en	Salleh, Muhamad Furkan Mat; Rauf, Rose Amnah Abd. Rauf; Saat, Rohaida Mohd; Ismail, Mohamad Hisyam
Titel	Novice Chemistry Teachers' Instructional Strategies in Teaching Mixed-Ability Classrooms
Quelle	In: Asian Journal of University Education, 18 (2022) 2, S.510-525 (16 Seiten) PDF als Volltext kostenfreie Datei Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1823-7797
Schlagwörter	Foreign Countries; Chemistry; Science Instruction; Science Teachers; Teaching Methods; Preservice Teachers; Active Learning; Instructional Materials; Academic Ability; Formative Evaluation; Student Evaluation; Individualized Instruction; Preservice Teacher Education; Teacher Competencies; Secondary School Science; Game Based Learning; Cooperative Learning; Visual Aids; Educational Technology; Prior Learning; Malaysia + Suchen Sie Ihr Suchwort? Ausland; Chemie; Teaching of science; Science education; Natural sciences Lessons; Naturwissenschaftlicher Unterricht; Science; Teacher; Teachers; Science teacher; Wissenschaft; Lehrer; Lehrerin; Lehrende; Teaching method; Lehrmethode; Unterrichtsmethode; Aktives Lernen; Lehrmaterial; Lehrmittel; Unterrichtsmedien; Schulnote; Studentische Bewertung; Individualisierender Unterricht; Lehramtsstudiengang; Lehrerausbildung; Lehrkunst; Kooperatives Lernen; Anschauungsmaterial; Vorkenntnisse
Abstract	This qualitative study sought to explore Malaysian novice chemistry teachers' experiences in teaching mixed-ability students during their teaching practicum, focusing on their instructional strategies for dealing with those learners in the class. The researchers employed purposive sampling to select 12 trainee teachers to be involved in semi-structured interviews. The data collected were analysed using the constant comparative method. As a result, two themes emerged regarding participants' instructional strategies: the whole-class approach and adjustment to the learners' needs. This paper discusses the first theme, which consists of three sub-themes: active learning activities, the use of stimulating learning materials, and assessment practice. Even though novice chemistry teachers primarily engaged mixed-ability students through whole-class instruction, the study found they emphasised active classroom engagement and collaboration between students in their classroom. Besides, they did consider students' interests and preferences when selecting activities and materials for their lessons. However, the study found that novice teachers mainly did not utilise the data from the formative assessments to inform their decisions in differentiating instruction for mixed-ability learners in class. Though there are differences in students' ability in class, the teachers generally opted for a 'one-size-fits-all' strategy for all students in most lessons. The study recommends that teacher training institutions and related stakeholders provide adequate training for novice chemistry teachers to improve their knowledge and skills in practising differentiated instruction. (As Provided).
Anmerkungen	UiTM Press. Asian Centre for Research on University Learning and Teaching, Faculty of Education, Penerbit UiTM, Universiti Teknologi MARA, Bangunan Fakulti Pengurusan Hotel dan Pelancongan, 40450 Shah Alam, Selangor Darul Ehsan, Malaysia. Web site: https://ajue.uitm.edu.my/
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01