Developing an Online/Onsite Community of Practice to Support K-8 Teachers’ Improvement in Nature of Science Conceptions

Publisher's, offprint versionResearch shows that teachers do not have adequate conceptions of science as inquiry and must be exposed to both content and pedagogical demands of inquiry to effectively teach using inquiry (Anderson, 2002). These results are especially unfortunate for the teacher and the learner because understanding of science as inquiry is reciprocally related to understanding important aspects of the nature of science (NOS) (Akerson, et al., 2008). This problem is coupled with the need to teach NOS and inquiry throughout all elementary grades (NSTA, 2000). Most elementary teacher preparation programs do not include specific courses on NOS or inquiry, and what teachers learn is usually embedded in a science methods course (Backus & Thompson, 2006). Certainly teachers can conceptualize and teach NOS once they understand it, are convinced of its importance, and have strategies to teach it to their own students. Professional development programs can help teachers attain these goals. We have found communities of practice (CoP) (Wenger, 1998) especially useful when working with inservice teachers in terms of helping them conceptualize and to teach NOS when used in an on-site professional development program (Akerson et al, 2009; Wenger, 2002). The CoP enabled the teachers to be committed to a vision of reform in their teaching, and to share ideas and provide peer feedback. To develop a COP there must be mutual engagement around a shared theme in which participants are engaged with colleagues, and share and respond to ideas in the context of the theme (in our case, NOS). In addition, a CoP should have a shared mission (joint enterprise) in which the community works toward a common purpose (for us, improving science teaching). Also, a CoP must include a shared repertoire of ideas, techniques, practices, terminology, as a needed outcome for the CoP and its participants (for us, shared strategies for NOS instruction) (Kerwald, 2008; Wenger, 1998; Wenger, 2006)

Transforming pre-service teacher curriculum: observation through a TPACK lens

This paper will discuss an international online collaborative learning experience through the lens of the Technological Pedagogical Content Knowledge (TPACK) framework. The teacher knowledge required to effectively provide transformative learning experiences for 21st century learners in a digital world is complex, situated and changing. The discussion looks beyond the opportunity for knowledge development of content, pedagogy and technology as components of TPACK towards the interaction between those three components. Implications for practice are also discussed. In today’s technology infused classrooms it is within the realms of teacher educators, practising teaching and pre-service teachers explore and address effective practices using technology to enhance learning

Teaching and learning in virtual worlds: is it worth the effort?

Educators have been quick to spot the enormous potential afforded by virtual worlds for situated and authentic learning, practising tasks with potentially serious consequences in the real world and for bringing geographically dispersed faculty and students together in the same space (Gee, 2007; Johnson and Levine, 2008). Though this potential has largely been realised, it generally isn’t without cost in terms of lack of institutional buy-in, steep learning curves for all participants, and lack of a sound theoretical framework to support learning activities (Campbell, 2009; Cheal, 2007; Kluge & Riley, 2008). This symposium will explore the affordances and issues associated with teaching and learning in virtual worlds, all the time considering the question: is it worth the effort

Undergraduate Education Students’ Perceptions of Effective and Ineffective Course Experiences: What Counts as an Effective Experience?

Pre-service teachers’ conceptions of effective and ineffective instruction stand to inform their personal views of what constitutes effective and ineffective instruction, yet few qualitative studies have examined both conceptions of effective and ineffective instruction. The purpose of this study was to determine whether pre-service teachers described what happens in university courses primarily in terms of teacher characteristics, teaching practices, or instructional context. There were two research questions guiding the study. First, how are the dimensions of effective and ineffective instruction alike and different? Second, how do results correspond to similar qualitative studies? Nine distinct themes were inductively derived through open coding of 34 pre-service teachers’ essays: (a) motivation, (b) student autonomy, (c) meaningful learning, (d) comfortable learning environment, (e) classroom management, (f) student-teacher relationship, (g) teacher’s personal characteristics and manner, (h) lesson organization, and (i) teacher impact/student development. The results of this study support previous findings and add to the small number of studies that have examined pre-service teachers' descriptions of effective and ineffective instruction. Findings have also contributed a new category that has not appeared in previous literature: teacher impact/student development. Pre-service teachers’ descriptions in this study confirm that the theoretical conception of what happens in classrooms must include the teacher’s characteristics, teaching, and the context of instruction. Keywords: education theory and practice, educational psychology, higher education, teacher education, pre-service teacher beliefs, pre-service teacher conceptions, effective instruction, effective teaching. Les conceptions qu’ont les enseignants en formation de l’enseignement efficace et inefficace informent naturellement leurs points de vue personnels de ce qui constitue l’enseignement efficace et inefficace; pourtant, peu d’études qualitatives se sont penchées sur les conceptions de l’enseignement efficace ainsi que sur celles de l’enseignement inefficace. L’objectif de cette étude était de déterminer dans quelle mesure les enseignants en formation décrivent ce qui se passe dans les cours à l’université, notamment en fonction des caractéristiques des enseignants, des pratiques d’enseignement ou du contexte pédagogique. Deux questions ont guidé la recherche. D’abord, qu’est-ce que l’enseignement efficace et l’enseignement inefficace ont en commun et qu’est-ce qui les distingue? Deuxièmement, comment les résultats correspondent-ils à ceux d’études qualitatives similaires? Un codage ouvert de 34 dissertations écrites par des enseignants en formation a permis de recueillir, par induction, neuf thèmes distincts: (a) motivation, (b) autonomie des étudiants, (c) apprentissage significatif, (d) milieu d’apprentissage confortable, (e) gestion de la classe, (f) rapport étudiant-enseignant, (g) caractéristiques et manières personnelles de l’enseignant, (h) organisation des leçons, et (i) impact de l’enseignant/progression des étudiants. Les résultats de cette étude appuient ceux des études antérieures. Cette étude élargit le nombre restreint d’études qui ont porté sur les descriptions par des enseignants en formation de l’enseignement efficace et l’enseignement inefficace. Les résultats contribuent également à une nouvelle catégorie qui n’apparait pas dans les travaux antérieurs : impact de l’enseignant/progression des étudiants. Les descriptions par les enseignants en formation qui ont participé à cette étude confirment la conception théorique selon laquelle ce qui arrive dans la salle de classe doit tenir compte des caractéristiques personnelles de l’enseignant, de l’enseignement et du contexte pédagogique. Mots clés : théorie et pratique en éducation, psychologie de l’éducation; études supérieures, formation des enseignants; croyances des enseignants en formation, conceptions des enseignants en formation, enseignement efficac

Pre-service teachers’ perceptions and experiences: Courses based on the active learning model and environment

An active learning environment is a technology-enriched and interactive physical space convenient for applying cooperative, active and engaged learning. It allows focus on engaging experiences for students and faculty. This study investigated pre-service teachers’ perceptions and experiences in courses in an active learning environment. Eighty pre-service teachers participated in two separate courses designed according to active learning strategies in an active learning classroom. Findings indicated that participants’ perceptions about the courses were positive for cognitive awareness, respectability, individual responsibility, cooperation and active participation. Further, their perceptions and experiences regarding the active learning model and environment were positive. Participants also expressed their views about using an active environment in the learning process and instructors conducting courses in these environments

Measuring student attitude and knowledge in technology-rich biology classrooms

The use of technology in schools is now ubiquitous, but the effectiveness on the learning environment has mixed results. This paper describes the development and validation of an instrument to measure students’ attitudes toward and knowledge of technology with the aim of investigating any differences based on gender after a course where the science department made use of technology as an integral part of teaching biology. In this study, conducted in one school in the state of New York, in the United States of America, the Students’ Attitudes Toward and Knowledge of Technology Questionnaire was administered to nearly 700 high school science students. A principal component and principal factor analysis resulted in new scales from the validation of the instrument that demonstrated high reliabilities. There were statistically significant gender differences in all the scales of the questionnaire in favor of males

Insights into the processes and practices novice professors use to continually develop their pedagogical skills

This qualitative case study explored the processes and practices three novice professors used to develop their pedagogical skills after attending formal professional development activities or programs. Data for the study included transcriptions of two interviews, pedagogical artifacts, and field notes of classroom observations. The data set was analyzed using a combination of systematic coding, thematic analysis, and the development of grounded theory. The study found that participants instinctively developed their pedagogical skills by engaging in a learning cycle that involved preparing to teach, teaching, reflecting on their teaching experiences, developing new pedagogical strategies that enhanced their instructional practice, and implementing new pedagogical strategies in subsequent teaching experiences. Overall, the participants identified that incidental learning opportunities were most influential in developing their pedagogical skills. Implications for theory, practice, and research are presented

The Expectations of Adulting: Developing Soft Skills through Active Learning Classrooms

The technologically enhanced classroom assists students in developing their interpersonal, or soft skills, and helps them strengthen needed competencies as they move into their careers. This may be particularly helpful for millennial students, who have grown up interacting with others electronically, via text message, Instagram, and the like. Once on campus, students must adapt to increasing expectations of adulthood: along with becoming more responsible and independent critical thinkers, they must also be able to speak effectively with others face-to-face and to negotiate relationships in groups, skills that they often noticeably lack