Collaborative curriculum design to increase science teaching self-efficacy:A case study

The purpose of this study was to establish whether participation in a teacher design team (TDT) is an effective way to increase the science teaching self-efficacy of primary school teachers who vary in their levels of experience and interest in science. A TDT is a group of at least 2 teachers from the same or related subjects working together to (re)design and enact (a part of) their common curriculum (A. Handelzalts, 2009). This study considers the context of a primary school in The Netherlands. Three forms of data were collected to obtain more in-depth data about the value of working in a TDT: the Dutch version of the Science Teaching Efficacy Belief Instrument (P. Fisser, B. Ormel, & C. Velthuis, 2010), an additional TDT questionnaire, and a focus group interview. The results indicate that professional development through a TDT can improve science teaching self-efficacy for teachers with varying levels of experience and interes

Learning Literacy and Content Through Video Activities in Primary Education

Heitink, M., Fisser, P., & McKenney, S. (2012). Learning Literacy and Content Through Video Activities in Primary Education. In P. Resta (Ed.), Proceedings of Society for Information Technology & Teacher Education International Conference 2012 (pp. 1363-1369). Chesapeake, VA: AACE.This case study research explored to what extent and in which ways teachers used Technological Pedagogical Content Knowledge (TPCK) and related competencies to implement video activities in primary education. Three Dutch teachers implemented video activities to improve students’ content knowledge and literacy- and communication skills simultaneously. Lesson materials were provided but teachers chose the theme or subject (content) linked to the video activities themselves. Results show that applying TPCK in practice is not obvious for all teachers. Differences between teachers are mainly found in applying Technological Pedagogical Knowledge (TPK). Two teachers used the lesson materials as a guideline while the third teacher used it more prescriptive in teaching the lessons. Teachers were excited about students’ performance and enthusiasm. All teachers thought the video activities fit their usual program and none of them experienced the lessons as additional or too much effort

Teacher Training and Pre-service Primary Teachers’ Self-Efficacy for Science Teaching

This study focuses on the improvement of pre-service teachers’ self-efficacy for teaching science by including science courses within the teacher training program. Knowing how efficacy beliefs change over time and what factors influence the development by pre-service primary teachers of positive science teaching efficacy beliefs may be useful for teacher training universities, so that they can adapt their curriculum to accommodate these factors. Participants included 292 pre-service primary teachers, a cross-sectional sample from two different universities in the Netherlands across the four different years of study in the training program. Based upon our results, we conclude that the science teaching self-efficacy of pre-service teachers, in particular, improved during years 1 and 2, and not during years 3 and 4. Higher levels of self-rated subject-matter knowledge and science teaching experience in primary schools both contributed to higher levels of personal self-efficacy for science teaching. Differences at the university level in courses taken during the first year between science content courses and science methods courses also influenced the pre-service teachers’ development of science teaching self-efficacy. After their first year, the pre-service teachers from the university with science content courses had significantly higher self-efficacy than pre-service teachers from the university that offered science methods courses. After the second year of teacher training, however, this difference in self-efficacy was no longer present

Ubiquitous Learning, Leren in een intelligente omgeving?

Deze studie naar de mogelijkheden van Ubiquitous Learning heeft als doel om antwoord te geven op de vraag welke rol Ubiquitous Learning kan spelen in het hoger onderwijs. Deze studie dient als inventarisatie van de mogelijkheden en zou kunnen dienen als handvat voor instellingen die met Ubiquitous Learning aan de slag willen. De studie start met een omschrijving van Ubiquitous Learning en factoren die bij Ubiquitous Learning van belang zijn. Hierbij wordt ook ingegaan op het verschil met bijvoorbeeld Mobile Learning en Wireless Learning, ontwikkelingen die onderdeel kunnen zijn van Ubiquitous Learning. Na het definiëren van Ubiquitous Learning wordt een overzicht gegeven van bestaande ervaringen en worden mogelijke scenario’s voor Ubiquitous Learning geschetst vanuit het perspectief van zowel de student, de docent als de instelling. Op basis van de bestaande ervaringen en mogelijke scenario’s wordt daarna ingegaan op de (on)mogelijkheden van Ubiquitous Learning op dit moment of in de nabije toekomst en wordt gepoogd om een voorspelling te doen van de mogelijkheden van Ubiquitous Learning in de wat verdere toekomst. Tot slot worden aanbevelingen gedaan met betrekking tot het gebruik van Ubiquitous Learning in het onderwijs

ICT Use in Science and Mathematics Teacher Education in Tanzania: Developing Technological Pedagogical Content Knowledge

Currently, teacher education colleges in Tanzania are being equipped with computers to prepare teachers who can integrate technology in teaching. Despite these efforts, teachers are not embracing the use of technology in their teaching. This study adopted Technological Pedagogical Content Knowledge (TPACK) as a framework for describing the knowledge and skills that pre-service teachers need to develop in order to effectively integrate technology in science and mathematics teaching. Pre-service teachers (N=22) participated in microteaching, hands-on training, collaborative lesson design in design teams, and reflection with peers. Pre- and post-assessment results of the pre-service teachers’ perceived knowledge and skills of integrating technology in teaching, showed significant changes in technology-related components of TPACK. We conclude that opportunities for pre-service teachers to participate in professional development programs that involve lesson design, teaching, evaluation and re-design, can be effective for the development of the knowledge and skills of integrating technology in science and mathematics teaching

TPACK: kennis en vaardigheden voor ict-integratie

TPACK staat voor de integratie van vakinhoudelijke, didactische en technologische kennis door leraren. Leraren die TPACK hebben ontwikkeld, zijn meer bekwaam in de beoordeling van de inzet van ict in hun onderwijs. Hoe kunnen zij deze vaardigheden leren en ontwikkelen