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[[alternative]]Analyzing the professional representations of science pre-service teachers by using mental model theory

By [[author]]廖國智, [[author]]Guo-Jr Liao, 廖國智 and Guo-Jr Liao


[[abstract]]Today's schools require more knowledgeable, skilled, and flexible teachers. Teachers can no longer close the door to the classroom and ignore the pressures from outside. State requirements in the form of student performance on assessments, as well as community and family issues that affect student learning, challenge teachers--individually and collectively--to demonstrate exemplary professional preparation and continual development. The growing interest in researching teachers’ professional development, and the expanding literature on what effective in-service education for pre-service teacher develops professional literacy. This paper discusses the differential distribution of aspects for professional development of science pre-service teachers, and presents an investigation based on case studies of six teachers in junior high schools in Republic of China. Using a case study account of features of pre-service teachers development of intern schools teaching and learning, this study analyzed 6-targeted pre-service teachers in intern schools over 12 months. The data were collected using videotape/audio-tape, classroom observation, field notes, interviews, teachers’ journal and other qualitative research techniques. Research results from the coding of field notes, the videotape/ audio-tape and the interview indicated that the pre-service teachers development was affected by the following factors: 1.The pre-service teacher’ view themselves of the teacher’ role, the professional literacy, values and beliefs will influence about teaching and learning. 2.The pre-service teacher must aware of the many problems that they could adapt themselves to the complicated relationship about his/her identify, environment, institutions. 3.Mentor as leader and facilitator of the intern process facilitates pre-service teachers to engender good classroom practices. 4.Teacher development institutes must enhance the multicultural dimension of pre-service education and on the development of pre-service teachers crafting a multicultural science teaching practice. 5.College supervisor should guide pre-service teachers in abandoning technical rational decision-making and assist them in becoming reflective decision-makers. In essence, researcher formatted relationship about pre-service teacher’s professional developments.

Topics: 質的研究, 實習指導教師, 實習輔導教師, 實習教師, Case study, College supervisor, Mentor, Pre-service Teacher, [[classification]]39
Year: 2010
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