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Beginning teacher;Science teaching;Teacher needs
|Issue Date: ||2014-02-18T02:34:30Z
The purpose of this study was to investigate the needs and sources of these needs teaching needs in two beginning science teachers. One majored in physics and the other majored in chemistry. In addition, the relationship between classroom, practice and teachers’ needs, the transformation of these needs and the causes of these needs were explored.
A qualitative research design was used for this study during the first semester of 1995. Data was gathered from classroom observations, questionnaires, interviews, and some related information. This variety of data sources allowed for triangulation to validate the results of this investigation.
Results of this investigation indicated that the teachers’ initial need were to maintain the regular operation of teaching activities. Their initial focus was on how to present subject matter coherently rather than focusing students’ abilities on understanding subject matter. However, the teachers’ needs at the end of the semester indicated a gradual growth in teachers’ professional knowledge. Their concerns changed from focusing on the teacher to a focus on students and their needs. In addition, this study found those teachers with different characteristics and beliefs developed different needs. Above all, teachers used different methods and had different expectations toward different classes depending upon their evident degrees of learning. These differences led to different models of teachers’ needs. Four factors were noted to affect the transformations of the two teachers’ pedagogical needs: (a) classroom discipline, (b) the pressure of teaching progress, (c) subject matter knowledge, and (d) the influence of students’ abilities and motivation. Further, there were two minor factors influencing teachers’ needs. One was teachers’ belief toward science teaching and the other was their colleague.
Consequently, the formation and transformation of the beginning teachers’ needs were most influenced by teaching context. The various aspects of classroom management, pressure of teaching progress and perceived inadequacy of subject matter knowledge were the most common obstacles to effective teaching. Consequently, the teachers felt pressure to solve these problems as soon as possible. Therefore, attention to classroom management and the development of professional subject matter knowledge should be the primary focus of both preservice and inservice teacher education programs.
|Relation: ||物理教育, 1(2): 20-44|
|Appears in Collections:||[物理學系] 期刊論文|
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