pre-service teacher education

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tandfonline.com – Swimming against the Tide: Five Assumptions about Physics Teacher Education Sustained by the Culture of Physics Departments

Posted on by Troels Gannerup Christensen - Læst 11 gange

tandfonline.com har udgivet en rapport under søgningen “Teacher Education Mathematics”: ABSTRACT ABSTRACT This study explores the culture of physics departments in Sweden in relation to physics teacher education. The commitment of physics departments to teacher education is crucial for the quality of physics teacher education and the way in which physics lecturers talk about teacher education is significant, since it can affect trainees’ physics learning and the choice to become a physics teacher. We analyzed interviews with eleven physicists at four Swedish universities, looking for assumptions in relation to teacher training that are expressed in their talk. We found five tacit assumptions about physics teacher training, that together paint a picture of trainee physics teachers moving in the “wrong” direction, against the tide of physics. These are the Physics Expert… Continue Reading →

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tandfonline.com – How Do We Teach Planning to Pre-service Teachers – A Tentative Model

Posted on by Troels Gannerup Christensen - Læst 18 gange

tandfonline.com har udgivet en rapport under søgningen “Teacher Education Mathematics”: ABSTRACT ABSTRACT We present an empirically based model for teaching about planning in pre-service science teacher education as part of on-campus courses. Planning is usually taught through the introduction of theoretically based planning models, but these models commonly assume a linear idea of planning that does not match how teachers go about planning. We examined how pre-service middle school science teachers planned a 20-minutes microteaching lesson on sustainable development. Six groups of pre-service teachers’ conversations were video recorded, transcribed, and analyzed through practical epistemology analysis and deliberative educational questions, with the aim of extracting empirically based components of a model for teaching about planning. Our results confirm that the pre-service teachers’ planning did not constitute a linear process. However, it… Continue Reading →