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ERIC Number: ED464817
Record Type: Non-Journal
Publication Date: 2002-Apr
Pages: 26
Abstractor: N/A
Reference Count: N/A
Improving Science Teaching through Teacher Development Group: A Case Study of Elementary Teachers.
Lin, Sheau-Wen
The purposes of this study were to investigate changes of science teaching and to explore the factors which influenced changes of three first grade teachers when implementing an in-service project. The researcher, the leader teacher and three first grade teachers built a collaborative relationship to hold a teacher development group. The leader teacher introduced the curriculum, Constructivist Rationale and Teaching Model, designed by the researcher to the first grade teachers. Then they cooperatively designed teaching schemes, implemented them, and reflected the problems they encountered in their classes. It was a cyclic and continuous process lasting for 1 year. Data from classroom teaching, teacher interviews, student interviews, group discussion, and related documents were collected and analyzed. The findings indicated that the three first grade teachers adopted the new teaching model and tried to modify it. They showed the teaching behaviors suggested and built a more positive learning climate. In addition to the intervention curriculum and the leader teacher, personal and contextual factors influenced teaching beliefs, content knowledge and concern, and autonomy. Time, school culture and leadership, and extra examination were perceived contextual limitations. (Contains 21 references.) (Author/YDS)
Publication Type: Reports - Research; Speeches/Meeting Papers
Education Level: N/A
Audience: N/A
Language: English
Sponsor: N/A
Authoring Institution: N/A
Identifiers - Location: Taiwan