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An Investigation of Science Intern Teachers' Conceptions and the Thinking Processes about Instructional Planning
|Issue Date: ||2014-02-18T02:35:00Z
The purpose of this study was to explore two science intern teachers’conceptions of the instructional planning during their first year teaching. In addition, the contents, the processes and difficulties while they planned the instruction, and the factors which influence their plans were investigated. Qualitative research method was used for the study. Two intern teachers, physics graduates from National Chang-hua University, participated in the study. During the first semester of 1998, the information needed was gathered from interviews, classroom observations, field notes and related documents. As far as the procedure of data analysis is concerned the triangulation was adopted to establish the validity of the research. The result of the research showed that both the teachers thought it is necessary to construct the instructional plans by acquainting themselves with the instruction content, predicting students’ response, designing instructional activities, gathering information, writing work-sheets and practicing imaginarily. Above all, the conception of the instructional planning stressed by two teachers was to know and design the instructional behaviors themselves and present a tendency to convey the subject matter rather than understand the features of the school, social culture and the concept of evaluation. The intern teachers’ plans were inconsistent and varied easily at the beginning of the semester but became continuous and interactive at the end of the semester. In addition, the intern teachers, thoughts of the experimental instruction remained on the level of proving theories, and the preparations and requests of the experimental manipulations were more emphasized in the plans of the experimental instruction, but the arrangements and directions of the experimental context were often ignored. The difficulty that happened during the process of designing a teaching plan was that the intern teachers were usually faced with the conflicts from the need of the practical environment and their own ideas. The five factors affected the intern teachers’ instructional planning: (1)teachers themselves, (2)students, (3)the environment, (4)lessons, and (5)others. In these factors, teachers themselves and the environment affected most widely. As a whole, the two science intern teachers were willing to devote themselves to making lesson plans but they did not have the adequate knowledge for the meaning of the instructional plans, and their instructional plans still imitated the structures and sequences of the textbook. Therefore, providing the preservice teachers with the practical teaching environment and the inservice teachers with the workshop and instruction resources as soon as possible would be a good way to help beginning teacher construct the conceptions of lesson plan and to design suitable lesson plans.
|Relation: ||科學教育, 10: 194-230|
|Appears in Collections:||[物理學系] 期刊論文|
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