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Learning to teach and teaching to learn: primary student teachers' complex journey from learners to teachers
Halmstad University, School of Teacher Education (LUT), Research on Education and Learning within the Department of Teacher Education (FULL).ORCID iD: 0000-0001-5283-7038
2008 (English)Doctoral thesis, comprehensive summary (Other academic)
Abstract [en]

This thesis concerns the process of student teachers´ learning to teach primary scienceand is based on four studies involving primary science student teachers during theirteacher education program. The overall question that the thesis intends to investigate isin which ways student teachers‟ learning about teaching can be illustrated andunderstood in terms of the critical aspects that are experienced within their teachingand learning practices. The four papers in the thesis purposefully explore studentteachers‟ complex journey from learners to teachers and illustrate the processes oflearning to teach by highlighting important aspects within that process. Further to this,the thesis brings into focus the importance of teacher educators‟ professionalknowledge and how that knowledge must impact teacher education practice. The firstpaper explores four student teachers´ learning to teach in a primary school context. Inconnection to their teaching they were interviewed as they reflected on the video inorder to portray their knowledge needs and how they impacted their abilities to handleclassroom situations. The second paper investigates a group of primary science studentteachers‟ experiences from planning, teaching and reflecting on a science lesson withpupils aged between six and eleven in a science learning centre at the university. Thesestudent teachers identified critical incidents within their teaching which led them tofurther portray their own concerns for teaching and their teaching needs. The thirdpaper investigates the joint learning between two primary science student teachers andtheir mentors during a four week school based practice. Finally the fourth paperinvestigates primary science student teachers‟ development of subject matter of, and apositive attitude towards, physics in a specific physics course at the university, andfurther discusses the importance of subject matter knowledge and self-confidence inteaching primary science. In making explicit student teachers‟ experiences andconcerns for teaching and learning science, the practices and processes highlighted inthis thesis help to inform how to involve student teachers in developing a knowledgebase for primary science teaching.

Abstract [sv]

Syftet med denna avhandling är att bidra till förståelsen av hur lärarstudenter utvecklar ämnesdidaktisk kunskap (PCK) för att undervisa yngre elever i naturvetenskap. Avhandlingen belyser och diskuterar lärarutbildningens komplexitet samt olika aspekter av den resa lärarstudenten upplever under sin väg från lärarstudent till lärare. Avhandlingen är en sammanläggningsavhandling med fyra artiklar och en kappa. Den övergripande frågeställningen är:

På vilka sätt kan lärarstudenters lärande om undervisning i naturvetenskap för grundskolans tidigare år illustreras och förstås i termer av de kritiska aspekter de erfar i sin undervisningspraktik?

De fyra artiklarna bygger på empiriska studier av lärarstudenter (F-5) i interaktion med barn och VFU-lärare i undervisning i naturvetenskap. I samtliga artiklar samt i kappan analyseras och diskuteras vilken kunskap som behövs för att undervisa små barn i naturvetenskap. Resultatet i artiklarna visar bland annat på: Hur såväl lärarstudenter som VFU-lärare utvecklar sin förmåga att undervisa naturvetenskap genom att planera, undervisa och reflektera tillsammans; vikten av olika metoder för att stimulera reflektion och därmed utveckla lärarstudenters och VFU-lärares förmåga att undervisa yngre elever i naturvetenskap; de kritiska aspekter som lärarstudenter erfar i sin undervisning samt hur dessa aspekter bidrar till en ökad förståelse för komplexiteten i såväl den undervisning och lärande i naturvetenskap; betydelsen av olika kunskapselement samt hur (behovet av) dessa identifieras i undervisningssituationen; exempel på hur lärarstudenter "lär sig" om naturvetenskaplig undervisning genom att undervisa (lär från eleverna).

Place, publisher, year, edition, pages
Norrköping: Norrköping : Department of Social and Welfare Studies, Linköping University , 2008. , p. 107
Series
Studies in science and technology education, ISSN 1652-5051 ; 19
Keywords [en]
Lärarutbildning, Lärarstudent, Ämnesdidaktisk kunskap
National Category
Social Sciences
Identifiers
URN: urn:nbn:se:hh:diva-2259Local ID: 2082/2661ISBN: 978-91-7393-825-9 (print)OAI: oai:DiVA.org:hh-2259DiVA, id: diva2:239477
Public defence
2008-09-05, Hus Dormer, sal R1107, Högskolan i Halmstad, Halmstad, 13:00 (English)
Opponent
Supervisors
Available from: 2009-02-10 Created: 2009-02-10 Last updated: 2018-03-23Bibliographically approved
List of papers
1. Teaching for understanding: The complex nature of pedagogical content knowledge in pre-service education
Open this publication in new window or tab >>Teaching for understanding: The complex nature of pedagogical content knowledge in pre-service education
2008 (English)In: International Journal of Science Education, ISSN 0950-0693, E-ISSN 1464-5289, Vol. 30, no 10, p. 1281-1299Article in journal (Refereed) Published
Abstract [en]

This paper explores the development of student-teachers' pedagogical content knowledge (PCK) during pre-service education. Four student-teachers in mathematics and science participated in a project teaching physics to students aged 9-11 years once a week over a 12-month period. One-third of the lessons were videotaped and the student-teachers were later interviewed using the videotape for stimulated recall. Participants reflected on their classroom practice based on their conceptual understanding of physics. This empirical study emphasises the role of teaching experience and reflection in science teacher education as a way of better understanding the complex entities that constitute a knowledge base for teaching. The paper draws attention to the value of student-teachers participating in experiences that might contribute to the development of their PCK and supports a view of PCK development as a process of transformation.

Place, publisher, year, edition, pages
Oxfordshire, England: Routledge, 2008
Keywords
Pedagogical Content Knowledge, PCK, Pre-service education
National Category
Social Sciences
Identifiers
urn:nbn:se:hh:diva-1091 (URN)10.1080/09500690802186993 (DOI)000257994100002 ()2-s2.0-48449104048 (Scopus ID)2082/1468 (Local ID)2082/1468 (Archive number)2082/1468 (OAI)
Available from: 2008-01-25 Created: 2008-01-25 Last updated: 2018-03-23Bibliographically approved
2. From lesson plan to new comprehension: Exploring student teachers’ pedagogical reasoning in learning about teaching
Open this publication in new window or tab >>From lesson plan to new comprehension: Exploring student teachers’ pedagogical reasoning in learning about teaching
2009 (English)In: European Journal of Teacher Education, ISSN 0261-9768, E-ISSN 1469-5928, Vol. 32, no 3, p. 239-258Article in journal (Refereed) Published
Abstract [en]

The research reported in this paper is based on an exploration of the ways in which student teachers learn about the issues and concerns that shape their own professional learning. Shulman‟s process of pedagogical reasoning and action was used as a conceptual framework to systematically elucidate different critical incidents that student teachers experienced and to then apply it as an analytic framework for developing deeper understandings of the complex task of learning to teach primary science. Primary science student teacher participants (n = 22) were stimulated to reflect upon critical incidents in order to facilitate identifying their teaching concerns and teaching needs. The data collected consisted of: (A) the results from questions to the student teachers before the lesson; (B) questions to the school pupils; and, (C) written answers to a questionnaire and audio-recordings of group discussions concerning participants‟ answers to the total data sets (A, B & C). The results indicate that by helping student teachers to focus on critical incidents in their learning to teach they come to question their practice more deeply and through such reflection, gain new insights into teaching as being problematic.

Place, publisher, year, edition, pages
Oxfordshire, England: Routledge, 2009
Keywords
beginning teachers, professional training, science education, student teachers, teaching practice
National Category
Educational Sciences
Identifiers
urn:nbn:se:hh:diva-3651 (URN)10.1080/02619760802553048 (DOI)000274357200004 ()2-s2.0-70449725132 (Scopus ID)
Available from: 2009-06-15 Created: 2009-12-22 Last updated: 2018-03-23Bibliographically approved
3. Primary science student teachers’ and their mentors’ joint learning through reflection on their science teaching
Open this publication in new window or tab >>Primary science student teachers’ and their mentors’ joint learning through reflection on their science teaching
2008 (English)In: Journal of Science Teacher Education, ISSN 1046-560X, E-ISSN 1573-1847Article in journal (Refereed) Submitted
Abstract [en]

This paper focuses on what and how primary science student teachers and their mentors learn from planning and reflecting together on each other’s science lessons for pupils aged 7 to 9. The student teachers had had training in scientific knowledge, but only brief experience of teaching. The mentors were well experienced in the pedagogy of teaching and mentoring, but did not feel confident about their science content knowledge and the teaching of science. During a four-week school practicum, two lessons of each of two student teachers and their two mentors were video recorded and later reflected on in a stimulated recall session. During their reflections, the student teachers and the mentors gave concrete examples of their development of subject matter knowledge, pedagogical knowledge, instructional knowledge and knowledge of pupils.

National Category
Educational Sciences
Identifiers
urn:nbn:se:hh:diva-3652 (URN)
Available from: 2009-06-15 Created: 2009-12-22 Last updated: 2018-03-23Bibliographically approved
4. How will we understand what we teach? : Primary student teachers´ perceptions of their development of knowledge and attitudes towards physics
Open this publication in new window or tab >>How will we understand what we teach? : Primary student teachers´ perceptions of their development of knowledge and attitudes towards physics
2011 (English)In: Research in science education, ISSN 0157-244X, E-ISSN 1573-1898, Vol. 41, no 4, p. 541-560Article in journal (Refereed) Published
Abstract [en]

The research outlined in this paper investigated how student teachers perceived the development of their knowledge and attitudes towards physics through video recorded practical workshops based on experiments and subsequent group discussions. During an 8-week physics course, 40 primary science student teachers worked in groups of 13–14 on practical experiments and problem-solving skills in physics. The student teachers were video recorded in order to follow their activities and discussions during the experiments. In connection with every workshop, the student teachers participated in a seminar conducted by their physics teachers and a primary science teacher; they watched the video recording in order to reflect on their activities and how they communicated their conceptions in their group. After the 8 weeks of coursework a questionnaire including a storyline was used to elicit the student teachers’ perceptions of their development of subject matter knowledge from the beginning to the end of the course. Finally, five participants were interviewed after the course. The results provided insight into how aspects such as self-confidence and the meaningfulness of knowledge for primary teaching were perceived as important factors for the primary science student teachers’ development of subject matter knowledge as well as a positive attitude towards physics.

 

Place, publisher, year, edition, pages
Dordrecht: Springer Netherlands, 2011
Keywords
Primary physics, Student teacher, Subject matter knowledge, Teacher education
National Category
Educational Sciences
Identifiers
urn:nbn:se:hh:diva-14108 (URN)10.1007/s11165-010-9179-0 (DOI)000292987300006 ()2-s2.0-79960582927 (Scopus ID)
Available from: 2011-01-13 Created: 2011-01-13 Last updated: 2018-03-23Bibliographically approved

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Nilsson, Pernilla

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