Developing Pedagogical Practices to Enhance Confidence and Competence in Science Teacher Education

Autor/in	Garbett, Dawn
Titel	Developing Pedagogical Practices to Enhance Confidence and Competence in Science Teacher Education
Quelle	In: Journal of Science Teacher Education, 22 (2011) 8, S.729-743 (15 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1046-560X
DOI	10.1007/s10972-011-9258-8
Schlagwörter	Student Teachers; Peer Evaluation; Reflective Teaching; Teaching Methods; Personal Narratives; Self Evaluation (Individuals); Journal Writing; Faculty Development; Preservice Teacher Education; Science Instruction; Interviews; Student Evaluation of Teacher Performance; Teacher Effectiveness; Hermeneutics; Questionnaires; Teacher Educators; Science Teachers + Suchen Sie Ihr Suchwort? Lehramtsstudent; Lehramtsstudentin; Referendar; Referendarin; Teaching method; Lehrmethode; Unterrichtsmethode; Erlebniserzählung; Zeitschriftenaufsatz; Lehramtsstudiengang; Lehrerausbildung; Teaching of science; Science education; Natural sciences Lessons; Naturwissenschaftlicher Unterricht; Interviewing; Interviewtechnik; Effectiveness of teaching; Instructional effectiveness; Lehrerleistung; Unterrichtserfolg; Hermeneutik; Fragebogen; Teacher education; Education; Lehrerbildung; Science; Teacher; Teachers; Science teacher; Wissenschaft; Lehrer; Lehrerin; Lehrende
Abstract	The aim of this self-study research was to deepen my understanding of pedagogy for teacher education and the factors that enhanced and hindered my confidence and competence as a teacher educator. I recorded my impressions and descriptions of events, discussions, and interpretations as a result of studying my practice in an electronic journal. Student teachers' responses to questionnaires, peer evaluation guidelines, and interviews provided alternative views about the efficacy of my pedagogy. Data collection and analysis was a hermeneutic and recursive process revealing emergent themes. One theme was that a focus on science content knowledge gave a false sense of confidence and overshadowed our ability to engage in meaningful conversations about learning to teach--a practice challenged through self-study research. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2017/4/10