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From lesson plan to new comprehension: Exploring student teachers’ pedagogical reasoning in learning about teaching
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
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. Vol. 32, no 3, p. 239-258
Keywords [en]
beginning teachers, professional training, science education, student teachers, teaching practice
National Category
Educational Sciences
Identifiers
URN: urn:nbn:se:hh:diva-3651DOI: 10.1080/02619760802553048ISI: 000274357200004Scopus ID: 2-s2.0-70449725132OAI: oai:DiVA.org:hh-3651DiVA, id: diva2:282992
Available from: 2009-06-15 Created: 2009-12-22 Last updated: 2018-03-23Bibliographically approved
In thesis
1. Learning to teach and teaching to learn: primary student teachers' complex journey from learners to teachers
Open this publication in new window or tab >>Learning to teach and teaching to learn: primary student teachers' complex journey from learners to teachers
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
Lärarutbildning, Lärarstudent, Ämnesdidaktisk kunskap
National Category
Social Sciences
Identifiers
urn:nbn:se:hh:diva-2259 (URN)2082/2661 (Local ID)978-91-7393-825-9 (ISBN)2082/2661 (Archive number)2082/2661 (OAI)
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

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Nilsson, Pernilla

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