scholarly journals Pre-service science teachers’ and in-service physics teachers’ views on the knowledge and skills of a good teacher

2021 ◽  
Vol 17 (3) ◽  
pp. 277-292
Author(s):  
Thomas Frågåt ◽  
Ellen K. Henriksen ◽  
Cathrine W. Tellefsen
Keyword(s):  
Science Teacher ◽  
Teacher Knowledge ◽  
Content Knowledge ◽  
Science Teachers ◽  
Teaching And Learning ◽  
Service Science ◽  
Science Content ◽  
Science Content Knowledge ◽  
Physics Teachers ◽  
Knowledge And Skills

Science teacher knowledge and skills have been thoroughly discussed by researchers; however, less is known about how teachers themselves conceptualise their professional qualities. We asked first and final-year pre-service science teachers and in-service physics teachers to describe the knowledge and skills needed to be a good science/physics teacher. Data was collected through a one-item questionnaire, followed by interviews. Using thematic coding with inductively defined codes as well as codes derived from theoretical perspectives on teacher knowledge and skills (notably the Refined Consensus Model of PCK), we found that all respondent groups emphasised science content knowledge as important. In-service teachers also often described external factors such as working conditions. First-year pre-service teachers put more emphasis on pedagogical skills and personality traits, whereas final-year pre-service teachers expressed a more integrated view of science teacher knowledge and skills. Further, we discuss the need for teacher education to focus on integrating science content knowledge and pedagogical knowledge through articulating aspects of PCK, and on giving pre- and in-service teachers arenas for professional development and for research-based discussions of teaching and learning.

scholarly journals Analysis of the Factors Influencing of Pre-service Science Teacher in Conceptualization of STEM Education: Self-Efficacy and Content Knowledge

2021 ◽  
Vol 7 (SpecialIssue) ◽  
pp. 225-230
Author(s):  
Pramudya Dwi Aristya Putra ◽  
Nur Ahmad ◽  
Sri Wahyuni ◽  
Erlia Narulita
Keyword(s):  
Content Knowledge ◽  
Science Teachers ◽  
Stem Education ◽  
Physics Education ◽  
Self Efficacy ◽  
Biology Education ◽  
Service Science ◽  
Survey Method ◽  
Science Content ◽  
Science Content Knowledge

This research investigates the factors that influence pre-service science teachers' conceptualization of STEM education. The factors involved STEM self-efficacy, STEM anxiety, science content knowledge, and mathematics content knowledge. The survey method was utilized in this research to collect a huge number of respondents at one time. The participants were 604 pre-service science teachers in Indonesia with different backgrounds (physics Education, biology education, chemistry education, Ingrate of Science education, and primary school education). The instruments were developed and share with participants using a google form to avoid the items that the participant did not fill in. The data analyzed using STEM showed that science content knowledge, STEM self-efficacy, and STEM anxiety were influencing the conceptualization of STEM education. This research suggested that to improve the quality of STEM education in the classroom. Pre-service science teachers should understand the concept of the content taught

scholarly journals Area of Specialization and Teaching Performance of the Secondary Science Teachers in Negros Oriental, Philippines

2021 ◽  
pp. 97-103
Author(s):  
Roger S. Malahay
Keyword(s):  
Content Knowledge ◽  
Science Teachers ◽  
The Philippines ◽  
Scientific Field ◽  
Teaching Performance ◽  
Science Content ◽  
General Science ◽  
Graduate Studies ◽  
Science Field ◽  
Science Content Knowledge

The K to 12 reform and the new Philippine Professional Standard for Teachers have changed the landscape of teacher quality requirements in the Philippines. It is in this context that this study is deemed necessary to determine the area of specialization and the teaching performance of the public secondary school Science teachers in terms of science content knowledge with this new educational schemeThere were 46 respondents in this study from the Department of Education-Guihulngan City Division, Negros Oriental Philippines. Findings reveal that the science teachers’ area of specialization can be categorized as Bachelor of Secondary Education (BSED) major in General Science, BS in Scientific Field (Nursing, Biology, and Chemical Engineering) and the Non-Science Field (English, TLE, Social Science). It indicates that majority of them lack the needed educational qualification to teach all science disciplines in the K12 curriculum. Furthermore, it shows that the BSED-General Science teachers with outstanding rating perform better than the B.S. in Scientific Field group and the non-science teachers with very good and good performance ratings respectively. It is an indication of lack of science content knowledge among the non-science teachers. Furthermore, the result discloses that the area of specialization is a determining factor in their teaching performance. It revealed that among the three groups of respondents, the general science teachers appear to be the most efficient.  They are followed by those in the B.S. in Scientific field, and the non-science teachers came out to be the lowest. Hence, it clearly suggests that the BSED-General Science teachers are the most qualified to teach science since they have the sufficient educational preparations. The B.S.in Scientific Field teachers need to undergo more training and enroll in graduate studies to master all the science areas in the K12 curriculum. While the non-science teachers are discouraged to handle science subjects since they lack the necessary educational preparation to teach science.

scholarly journals Pre-Service Science Teachers’ Views of the Nature of STEM

2020 ◽  
Vol 31 (4) ◽  
pp. 356-366
Author(s):  
Chatree Faikhamta ◽  
Keyword(s):  
Teacher Education ◽  
Science Teacher ◽  
Science Teachers ◽  
Classroom Practice ◽  
Teaching And Learning ◽  
Science Teacher Education ◽  
Service Science ◽  
Teacher Education Programs ◽  
Education Programs ◽  
The Impact

Science, Technology, Engineering, and Mathematics (STEM) education plays an important role in teaching and learning for the 21st century. Science teacher education is making great efforts to prepare STEM teachers for modern classroom practice and enable them to adapt their STEM knowledge and practices to the needs of students’ contexts. However, before developing STEM teaching practices, it is important for pre-service teachers to understand the “nature of STEM” (NOSTEM). This study explored pre-service teachers’ views of the NOSTEM from both individual and integrative perspectives. The sample consisted of 428 Thai pre-service science teachers who were enrolled in science teacher-education programs. A NOSTEM questionnaire comprising Likert-type items and open-ended questions was used as a research tool. The findings indicated that pre-service teachers had inadequate understandings of NOSTEM definitions, epistemological perspectives, and the impact of culture and society on each STEM discipline. Each STEM discipline has its own characteristics, but the disciplines are similar in terms of their usefulness, processes, and required knowledge. In terms of the integration of STEM, technology uses the application of science, mathematical knowledge, and engineering processes to create tools and utensils. This paper discusses the implications of this study for science teacher-education programs and developing STEM teachers.

scholarly journals Technological Pedagogical Content Knowledge (TPACK) and the Teaching of Science: Determiners for Professional Development

2021 ◽  
Vol 39 (1) ◽  
Author(s):  
Fitri Suraya Mohamad
Keyword(s):  
Professional Development ◽  
Pedagogical Content Knowledge ◽  
Content Knowledge ◽  
Science Teachers ◽  
Teaching Experience ◽  
Technological Pedagogical Content Knowledge ◽  
Pedagogical Knowledge ◽  
Science Content ◽  
Extensive Experience ◽  
Pedagogical Content

The study investigates how Science teachers articulate their self-confidence in teaching Science with technology. Technological Pedagogical Content Knowledge (TPACK) is used as the primary tool to describe their practice. Using a quantitative approach, with an initial survey of 408 science teachers from 59 secondary schools in a state in East Malaysia, descriptive and inferential statistics were conducted to assess science teachers’ level of TPACK and discriminate differences between perceptions on TPACK related to their teaching experience. Findings revealed that the level of Content Knowledge (CK), Pedagogical Knowledge (PK), Technological Knowledge (TK) and Pedagogical Content Knowledge (PCK) are high, in comparison to their Technological Content Knowledge (TCK), Technological Pedagogical Knowledge (TPK) and Technological Pedagogical Content Knowledge (TPACK) which were recorded at a moderate level. The study also found how teachers with more extensive experience teaching reported higher confidence with their CK, PK and PCK. Novice teachers indicated slightly higher confidence in their TK. The study provides a set of determiners for professional development opportunities for Sarawak Science teachers to upskill their knowledge to integrate science content, pedagogy, and technology.

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