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ERIC Number: EJ886571
Record Type: Journal
Publication Date: 2010-Jul
Pages: 18
Abstractor: As Provided
Reference Count: 40
ISBN: N/A
ISSN: ISSN-0950-0693
Factors Influencing Entering Teacher Candidates' Preferences for Instructional Activities: A Glimpse into Their Orientations towards Teaching
Talanquer, Vicente; Novodvorsky, Ingrid; Tomanek, Debra
International Journal of Science Education, v32 n10 p1389-1406 Jul 2010
The present study was designed to identify and characterize the major factors that influence entering science teacher candidates' preferences for different types of instructional activities, and to analyze what these factors suggest about teacher candidates' orientations towards science teaching. The study involved prospective teachers enrolled in the introductory science teaching course in an undergraduate science teacher preparation program. Our analysis was based on data collected using a teaching and learning beliefs questionnaire, together with structured interviews. Our results indicate that entering science teacher candidates have strong preferences for a few activity types. The most influential factors driving entering science teacher candidates' selections were the potential of the instructional activities to motivate students, be relevant to students' personal lives, result in transfer of skills to non-science situations, actively involve students in goal-directed learning, and implement curriculum that represents what students need to know. This set of influencing factors suggests that entering science teacher candidates' orientations towards teaching are likely driven by one or more of these three central teaching goals: (1) motivating students, (2) developing science process skills, and (3) engaging students in structured science activities. These goals, and the associated beliefs about students, teaching, and learning, can be expected to favor the development or enactment of three major orientations towards teaching in this population of future science teachers: "motivating students," "process," and "activity-driven." (Contains 3 tables and 1 figure.)
Routledge. Available from: Taylor & Francis, Ltd. 325 Chestnut Street Suite 800, Philadelphia, PA 19106. Tel: 800-354-1420; Fax: 215-625-2940; Web site: http://www.tandf.co.uk/journals
Publication Type: Journal Articles; Reports - Research
Education Level: Higher Education; Secondary Education
Audience: Teachers
Language: English
Sponsor: N/A
Authoring Institution: N/A