Tailoring Delivery to Preservice Science Teachers Using Student Voice to Gauge Conceptual Framework: Comparing Australian and Canadian Perspectives

Leah Moore, Samson Nashon

    Research output: A Conference proceeding or a Chapter in BookConference contribution

    Abstract

    One of the greatest tensions in teacher education programs is that the expectations of the students and of the teacher educator are commonly different. One reason is that teacher educators may have difficulty in accessing a true picture of the skills and knowledge (conceptual framework) the students bring to the .classroom. Preservice senior science teachers were asked to discuss what they needed to become effective science teachers. A thematic analysis of the responses identified eleven areas of concern including: refreshing and broadening science content knowledge; ensuring clarity of delivery; development of desirable personal attributes; learning techniques to motivate students; increased knowledge of appropriate teaching methods; enhanced knowledge of child development; acquiring skills in course planning and school logistics; learning how to manage the classroom; providing entertaining delivery; learning how to design experiments; and, linking the science with the real world. This information was coupled with results from a "nature of science" questionnaire, content knowledge test, dispositional survey and concept mapping exercise to provide an overview of preservice science teacher attitudes and competencies. The derived information allowed teacher educators to tailor a cohort-appropriate preservice program. This "snapshot" cohort profile provides a foundation for planning, and a pre-program benchmark for subsequent evaluations. Keywords: science education, preservice teacher education, conceptual framework
    Original languageEnglish
    Title of host publicationProceedings of the International Research Conference of the Australian Association for Research in Education 2007
    Place of PublicationAustralia
    PublisherAustralian Association for Research in Education
    Pages1-15
    Number of pages15
    Publication statusPublished - 2007
    EventAARE 2007 International Education Research Conference: Research Impacts: Proving or Improving? - Fremantle, Australia
    Duration: 25 Nov 200729 Nov 2007

    Publication series

    NameAARE conference proceedings
    PublisherAustralian Association for Research in Education
    ISSN (Electronic)1324-9320

    Conference

    ConferenceAARE 2007 International Education Research Conference: Research Impacts: Proving or Improving?
    CountryAustralia
    CityFremantle
    Period25/11/0729/11/07

    Fingerprint

    student teacher
    teacher
    science
    educator
    learning
    education
    classroom
    planning
    teacher attitude
    student
    method of teaching
    logistics
    questionnaire
    experiment
    evaluation
    school

    Cite this

    Moore, L., & Nashon, S. (2007). Tailoring Delivery to Preservice Science Teachers Using Student Voice to Gauge Conceptual Framework: Comparing Australian and Canadian Perspectives. In Proceedings of the International Research Conference of the Australian Association for Research in Education 2007 (pp. 1-15). (AARE conference proceedings). Australia: Australian Association for Research in Education.
    Moore, Leah ; Nashon, Samson. / Tailoring Delivery to Preservice Science Teachers Using Student Voice to Gauge Conceptual Framework: Comparing Australian and Canadian Perspectives. Proceedings of the International Research Conference of the Australian Association for Research in Education 2007. Australia : Australian Association for Research in Education, 2007. pp. 1-15 (AARE conference proceedings).
    @inproceedings{06a85e9854c14dfcbc1ea6f86267f426,
    title = "Tailoring Delivery to Preservice Science Teachers Using Student Voice to Gauge Conceptual Framework: Comparing Australian and Canadian Perspectives",
    abstract = "One of the greatest tensions in teacher education programs is that the expectations of the students and of the teacher educator are commonly different. One reason is that teacher educators may have difficulty in accessing a true picture of the skills and knowledge (conceptual framework) the students bring to the .classroom. Preservice senior science teachers were asked to discuss what they needed to become effective science teachers. A thematic analysis of the responses identified eleven areas of concern including: refreshing and broadening science content knowledge; ensuring clarity of delivery; development of desirable personal attributes; learning techniques to motivate students; increased knowledge of appropriate teaching methods; enhanced knowledge of child development; acquiring skills in course planning and school logistics; learning how to manage the classroom; providing entertaining delivery; learning how to design experiments; and, linking the science with the real world. This information was coupled with results from a {"}nature of science{"} questionnaire, content knowledge test, dispositional survey and concept mapping exercise to provide an overview of preservice science teacher attitudes and competencies. The derived information allowed teacher educators to tailor a cohort-appropriate preservice program. This {"}snapshot{"} cohort profile provides a foundation for planning, and a pre-program benchmark for subsequent evaluations. Keywords: science education, preservice teacher education, conceptual framework",
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    Moore, L & Nashon, S 2007, Tailoring Delivery to Preservice Science Teachers Using Student Voice to Gauge Conceptual Framework: Comparing Australian and Canadian Perspectives. in Proceedings of the International Research Conference of the Australian Association for Research in Education 2007. AARE conference proceedings, Australian Association for Research in Education, Australia, pp. 1-15, AARE 2007 International Education Research Conference: Research Impacts: Proving or Improving?, Fremantle, Australia, 25/11/07.

    Tailoring Delivery to Preservice Science Teachers Using Student Voice to Gauge Conceptual Framework: Comparing Australian and Canadian Perspectives. / Moore, Leah; Nashon, Samson.

    Proceedings of the International Research Conference of the Australian Association for Research in Education 2007. Australia : Australian Association for Research in Education, 2007. p. 1-15 (AARE conference proceedings).

    Research output: A Conference proceeding or a Chapter in BookConference contribution

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    Moore L, Nashon S. Tailoring Delivery to Preservice Science Teachers Using Student Voice to Gauge Conceptual Framework: Comparing Australian and Canadian Perspectives. In Proceedings of the International Research Conference of the Australian Association for Research in Education 2007. Australia: Australian Association for Research in Education. 2007. p. 1-15. (AARE conference proceedings).