ERIC Number: ED406215
Record Type: RIE
Publication Date: 1997-Mar
An Interpretive Study on Instructional Representations of a Senior High School Biology Teacher.
Lee, Teresa I-Ping; Huang, Iris
This case study uses interpretive methodology to investigate the development of an exemplary high school teacher's practical instructional representations. Findings indicate that the teacher's instructional representations evolved through a cycle of comprehension, planning and preparation, teaching, evaluation, and reflection. The instructional representations were influenced by personal disposition and style, other teachers, personal experiences, beliefs about teaching and learning, classroom management, scientific epistemology, knowledge of teaching materials, evaluation, the teaching context, and constraints. (JRH)
Publication Type: Reports - Research; Speeches/Meeting Papers
Education Level: N/A
Authoring Institution: N/A
Grant or Contract Numbers: N/A
Note: Paper presented at the Annual Meeting of the National Association for Research in Science Teaching (Chicago, IL, March 21-25, 1997).