Developing a Community of Practice to Support Preservice Elementary Teachers' Nature of Science Instruction

Autor/inn/en	Akerson, Valarie L.; Donnelly, Lisa A.; Riggs, Morgan L.; Eastwood, Jennifer L.
Titel	Developing a Community of Practice to Support Preservice Elementary Teachers' Nature of Science Instruction
Quelle	In: International Journal of Science Education, 34 (2012) 9, S.1371-1392 (22 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0950-0693
DOI	10.1080/09500693.2011.639100
Schlagwörter	Cooperating Teachers; Feedback (Response); Science Instruction; Communities of Practice; Focus Groups; Scientific Principles; Preservice Teacher Education; Preservice Teachers; Elementary School Teachers; Internship Programs + Suchen Sie Ihr Suchwort? Co-operation; Cooperation; Teacher; Teachers; Kooperation; Lehrer; Lehrerin; Lehrende; Teaching of science; Science education; Natural sciences Lessons; Naturwissenschaftlicher Unterricht; Community; Lehramtsstudiengang; Lehrerausbildung; Elementary school; Grundschule; Volksschule; Berufspraktische Ausbildung
Abstract	This study explored "To what extent will preservice teachers with adequate nature of science (NOS) conceptions and who participate in a community supporting NOS instruction teach NOS in their internship settings?" Using a combination of focus group discussions and peer feedback, five preservice teachers met with university personnel bi-monthly during their internships to share NOS teaching and assessment ideas and ask questions. Field notes and voice recordings were used to track conversations at focus group settings and videotapes were made of science instruction in each internship setting. None of the preservice teachers had cooperating teachers who taught NOS, yet results showed that all five preservice teachers were able to explicitly teach NOS in their science lessons, albeit in different ways and to different degrees. (Contains 3 tables.) (As Provided).
Anmerkungen	Routledge. Available from: Taylor & Francis, Ltd. 325 Chestnut Street Suite 800, Philadelphia, PA 19106. Tel: 800-354-1420; Fax: 215-625-2940; Web site: http://www.tandf.co.uk/journals
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2017/4/10