Conceptions of Teaching Science Held by Novice Teachers in an Alternative Certification Program

Autor/inn/en	Koballa, Thomas R.; Glynn, Shawn M.; Upson, Leslie
Titel	Conceptions of Teaching Science Held by Novice Teachers in an Alternative Certification Program
Quelle	In: Journal of Science Teacher Education, 16 (2005) 4, S.287-308 (22 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1046-560X
DOI	10.1007/s10972-005-0192-5
Schlagwörter	Science Instruction; Beginning Teachers; Alternative Teacher Certification; Secondary School Science; Science Teachers; Teaching Methods; Classroom Techniques; Case Studies + Suchen Sie Ihr Suchwort? Teaching of science; Science education; Natural sciences Lessons; Naturwissenschaftlicher Unterricht; Junior teacher; Junglehrer; Science; Teacher; Teachers; Science teacher; Wissenschaft; Lehrer; Lehrerin; Lehrende; Teaching method; Lehrmethode; Unterrichtsmethode; Klassenführung; Case study; Fallstudie; Case Study
Abstract	Case studies to investigate the conceptions of teaching science held by three novice teachers participating in an alternative secondary science teacher certification program were conducted, along with the relationships between their conceptions of science teaching and their science teaching practice. Data used to build the cases included the participants' responses to two surveys and transcripts of audio taped interviews with the participants and their university supervisors who observed them teach. Findings revealed that novice teachers hold ideal and working conceptions of teaching science, the novices' conceptions can serve as referents for their classroom practice, and the conceptions of teaching science held by the novice teachers were resistant to change, even in the face of well-intentioned instruction. (Author).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2017/4/10