Learning to teach for reconciliation in Canada: Potential,resistance and stumbling forward

Following Canada's Truth and Reconciliation Commission Report and global interest in teachers' role in national reconciliation, this paper presents a study at two universities involving non-Indigenous pre-service teachers whose coursework required them to learn about colonization and its ongoing impacts and attempt informal teaching for reconciliation. Using the lens of the scene of rapprochement for analysis, findings point to how the emotional situations that arose and related resistance may be read as an inevitable, but not immobilizing, part of the larger social/psychic dynamic of becoming a teacher – when learning about and attempting to engage others in reconciliation.     

Preliminary findings of Active Classrooms: An intervention to increase physical activity levels of primary school children during class time

This study evaluates the effects of a behaviour change intervention, which encourages the integration of physical activity into the teaching of academic lessons, on physical activity levels of students. The main outcome is mean minutes of moderate-to-vigorous physical activity (MVPA) daily generated during the intervention lessons. Teacher's perceptions and students' enjoyment of the programme were also evaluated. Students accumulated a mean of 8 min MVPA during the intervention lessons daily. The teacher and students were very satisfied with the programme. Therefore, changing teacher behaviour towards using physically active teaching methods is a promising way of increasing children's physical activity levels.     

Promoting the development of teacher professional knowledge: Integrating content and pedagogy in teacher education

The study investigates the explicit and integrated presentation of pedagogical content knowledge (PCK), pedagogical knowledge (PK), and content knowledge (CK) in teacher education. We compare learning environments to study whether only presenting PK and CK is sufficient for PCK development, whether only presenting PCK is sufficient for PK and CK development, and whether PCK development is affected by integrating PCK, PK and CK. We find that only presenting two knowledge domains to students is insufficient to develop the third one, and integrating knowledge domains does not impact PCK development.     

The mediating role of workplace social support on the relationship between trait emotional intelligence and teacher burnout

This study investigated the mediating effect of workplace social support on the relationship between trait emotional intelligence and teacher burnout among 307 Chinese middle school teachers. Structural equation modelling revealed a satisfactory fit between the data and our theoretical model. Workplace social support partially mediated the relationship between trait emotional intelligence and teacher burnout. Neither gender nor age moderated the relationship between trait emotional intelligence and teacher burnout. Emotional intelligence and workplace social support can protect teachers from teacher burnout. Thus, providing effective emotional intelligence training and creating supportive workplace conditions requires increased attention from education administrators.     

Successful university-school partnerships: An interpretive framework to inform partnership practice

This paper presents an Interpretive Framework stemming from a longitudinal and iterative multiple case study of five Australian universities examining the cogent and unique practices underpinning their established and successful school-based science teacher education programs. Results from interviews with teacher educators, school staff and pre-service teachers, show four components that guide the successful and sustainable use of university-school partnerships. These components: Guiding Pedagogical Principles; Growing University-School Partnerships; Representations of Partnership; and Growth Model provide a scaffold for initiating, growing and sustaining partnerships that maximise the benefits for all. The essential role of both university and school staff is also highlighted.     

Connections between online harassment and offline violence among youth in Central Thailand

Increasing evidence indicates that face-to-face (offline) youth violence and online harassment are closely interlinked, but evidence from Asian countries remains limited. This study was conducted to quantitatively assess the associations between offline violence and online harassment among youth in Central Thailand. Students and out-of-school youth (n = 1,234, age: 15–24 years) residing, studying, and/or working in a district in Central Thailand were surveyed. Participants were asked about their involvement in online harassment and in verbal, physical, sexual, and domestic types of offline violence, as perpetrators, victims, and witnesses within a 1-year period. Multivariable logistic regression was used to assess independent associations between different kinds of involvement in offline violence and online harassment. Perpetration and victimization within the past year were both reported by roughly half of the youth both online and offline. Over three quarters had witnessed violence or harassment. Perpetrating online harassment was independently associated with being a victim online (adjusted odds ratio [AOR] = 10.1; 95% CI [7.5, 13.6]), and perpetrating offline violence was independently associated with being a victim offline (AOR = 11.1; 95% CI [8.1, 15.0]). Perpetrating online harassment was independently associated with perpetrating offline violence (AOR = 2.7; 95% CI [1.9, 3.8]), and being a victim online was likewise independently associated with being a victim offline (AOR = 2.6; 95% CI [1.9, 3.6]). Online harassment and offline violence are interlinked among Thai youth, as in other countries studied so far. Interventions to reduce either might best address both together.     

The role of the Support and Attention to Diversity Teacher (SADT) from a community-based perspective: Promoting educational success and educational inclusion for all

This article addresses the transformation of the role of the Support and Attention to Diversity Teacher (SADT), traditionally called special education faculty. The results are from a qualitative study in three inclusive preschool and elementary schools in Catalonia, Spain. The results demonstrate a transformation in the role of the SADT that mobilizes teachers, specialists and diverse agents in the community to join the work of educational support. The transformation of the SADT role fosters an improvement in the attention and learning of children in the classroom, and existing resources are optimized in collaboration with the entire educative community.     

A proficiency model for pre-service physics teachers' pedagogical content knowledge (PCK)—What constitutes high-level PCK?

This study identifies proficiency levels in pre-service physics teachers' pedagogical content knowledge (PCK) and reveals how teacher education can promote transitions into higher proficiency. Teacher education plays a fundamental role in supporting pre-service teachers' PCK development. Proficiency levels are a powerful source when evaluating this PCK development because they characterize what learners are likely to be able to know on a specific level. Previous research has presented a model of proficiency levels in pre-service physics teachers' PCK; however, evidence for the model's validity is still lacking. According to the Refined Consensus Model of PCK, factors such as teachers' content knowledge (CK), their teaching experience, and their beliefs about teaching and learning science promote PCK development. Thus, understanding how and when pre-service physics teachers' CK, teaching experience, and beliefs contribute to their proficiency can bring insights into how teacher education can promote PCK development. To address this issue, N = 427 observations of pre-service physics teachers were analyzed. Utilizing the scale anchoring procedure, four different proficiency levels in pre-service physics teachers' PCK were identified. Analyzing these proficiency levels showed that lower levels can be characterized as remembering content-unspecific knowledge, whereas higher levels encompass content-specific strategies to structure and elaborate lessons. Additionally, logistic regression models revealed that pre-service physics teachers' CK is crucial for an increase in PCK proficiency. However, transitions into higher levels of PCK additionally require teaching experience and adequate beliefs about teaching and learning. Thus, our proficiency levels can be used to bring insights into how proficiency in PCK can be supported during teacher education. For example, teacher education should provide courses focusing on the science curriculum and the assessment of student learning to promote pre-service physics teachers' progression in PCK.     

Teachers' self-directed learning and teaching experience: What,how, and why teachers want to learn

This study focused on teachers' self-directed learning; a concept derived from adult learning theories that accommodates for the idea that teachers formulate their own learning needs and consequently direct their learning. Teachers from 11 Dutch secondary schools (N = 309) were asked about their preferred learning domains (‘what’), their preferred learning activities (‘how’), and their reasons to learn about a selection of learning domains (‘why’). In regression analyses we tested for linear and non-linear relationships between teachers' teaching experience with their self-directed learning. Early- and late-career teachers showed higher preferences compared to mid-career teachers to learn about classroom management domains.     

Structure and development of pre-service physics teachers’ professional knowledge

ABSTRACT

Teachers’ professional knowledge is considered one of the most important predictors of instructional quality. According to Shulman, such professional knowledge includes content, pedagogical content and pedagogical knowledge. Although recent research shed some light on the structure of the dimensions of professional knowledge, little is known how teacher education impacts pre-service physics teachers’ professional knowledge. In an effort to address this issue, we examined the content, pedagogical content and pedagogical knowledge of N?=?200 pre-service physics teachers enrolled in different years of teacher education at 12 major teacher education universities in Germany. We used structural equation modelling (1) to examine the relations amongst pre-service physics teachers’ content, pedagogical content and pedagogical knowledge, (2) to explore how the three kinds of knowledge and their relations differ across different stages of teacher education and (3) to identify factors affecting the level of each component of professional knowledge. Our findings suggest that content, pedagogical content and pedagogical knowledge represent distinct types of knowledge. Furthermore, our findings show that in the first years of professional education, pedagogical content knowledge is more closely related with general pedagogical knowledge while in later years, it is more closely related with content knowledge, suggesting that it develops from a general knowledge about teaching and learning into knowledge about the teaching and learning of specific content. Finally, beyond school achievement and years of enrolment as predictors, we find in particular the amount of classroom observations to have a positive impact on the professional knowledge of pre-service physics teachers.     

How can pre-service primary teachers' perspectives contribute to a pedagogy that problematises the ‘practical’ in teacher education?

This study examined pre-service primary teachers' perspectives on teaching and learning experiences within college-based courses in ‘practical’ subject areas within a teacher education programme. Following three individual lectures (one each in art, music and physical education), pre-service teachers (n=11) participated in focus group interviews sharing their perspectives on the teaching and learning experiences. These data were analysed thematically and supported by teacher educators' (n=3) planning and reflection documentation. Although the problematic nature of the ‘practical’ suggests appeal and peril of the ‘practical’, the important nature of negotiating the ‘practical’ to enhance student learning is apparent. Students emphasised the value of practical engagement and expressed a strong preference for working in groups to create a safe learning environment to develop confidence and competence. These insights suggest key aspects of a pedagogy of teacher education in these ‘practical’ areas. The importance of being aware of and, in some cases, challenging student perspectives on how they learn best in these curricular areas is discussed.     

The relationship between early childhood teachers' instructional quality and children's mathematics development

This study examined how early childhood (EC) teachers' instructional quality predicted children's development in mathematics across two measurement occasions. Therefore, EC teachers' (n = 25) instructional quality was assessed using one standardized observation instrument covering both domain-specific and general aspects of instructional quality. Additionally, data on children's (n = 208) outcome in early number skills was collected applying a standardized test. Multilevel structural equation modeling was used accounting for nested data. Children's age and the average size of preschool groups were controlled for. Results revealed that EC teachers' instructional quality predicted children's development but was not associated with their initial achievement. The findings suggest that instruments covering domain-specific and general aspects might be helpful in order to measure EC teachers' instructional quality in mathematics and predict children's learning growth. Understanding the mechanisms between instructional quality and children's development may help EC teachers to enhance their math teaching in practice.     

High school students’ approaches to learning physics with relationship to epistemic views on physics and conceptions of learning physics

Background and purpose : Knowing how students learn physics is a central goal of physics education. The major purpose of this study is to examine the strength of the predictive power of students’ epistemic views and conceptions of learning in terms of their approaches to learning in physics. Sample, design and method : A total of 279 Taiwanese high school students ranging from 15 to 18?years old participated in this study. Three questionnaires for assessing high school students’ epistemic views on physics, conceptions of learning physics and approaches to learning physics were developed. Step-wise regression was performed to examine the predictive power of epistemic views on physics and conceptions of learning physics in terms of their approaches to learning physics. Results and conclusion: The results indicated that, in general, compared to epistemic views on physics, conceptions of learning physics are more powerful in predicting students’ approaches to learning physics in light of the regression models. That is, students’ beliefs about learning, compared with their beliefs about knowledge, may be more associated with their learning approaches. Moreover, this study revealed that the higher-level conceptions of learning physics such as ‘Seeing in a new way’ were more likely to be positively correlated with the deep approaches to learning physics, whereas the lower-level conceptions such as ‘Testing’ were more likely to positively explain the surface approaches, as well as to negatively predict the deep approaches to learning physics.     

A Comparison of Student Teachers' Beliefs from Four Different Science Teaching Domains Using a Mixed Methods Design

The study presented in this paper integrates data from four combined research studies, which are both qualitative and quantitative in nature. The studies describe freshman science student teachers' beliefs about teaching and learning. These freshmen intend to become teachers in Germany in one of four science teaching domains (secondary biology, chemistry, and physics, respectively, as well as primary school science). The qualitative data from the first study are based on student teachers' drawings of themselves in teaching situations. It was formulated using Grounded Theory to test three scales: Beliefs about Classroom Organisation, Beliefs about Teaching Objectives, and Epistemological Beliefs. Three further quantitative studies give insight into student teachers' curricular beliefs, their beliefs about the nature of science itself, and about the student- and/or teacher-centredness of science teaching. This paper describes a design to integrate all these data within a mixed methods framework. The aim of the current study is to describe a broad, triangulated picture of freshman science student teachers' beliefs about teaching and learning within their respective science teaching domain. The study reveals clear tendencies between the sub-groups. The results suggest that freshman chemistry and—even more pronouncedly—freshman physics student teachers profess quite traditional beliefs about science teaching and learning. Biology and primary school student teachers express beliefs about their subjects which are more in line with modern educational theory. The mixed methods approach towards the student teachers' beliefs is reflected upon and implications for science education and science teacher education are discussed.     

Learning to plan self-controlled physical education: Good vs. problematic teaching examples

Educational research assumes reflection on teaching examples to have positive effects on pre-service teachers' professional development. The role of teaching quality in such examples is unclear, however. In a field experiment with a pre-post-design, we taught “planning self-controlled learning” to 83 undergraduate pre-service physical education teachers and assigned them to three conditions: they either reflected on good teaching or problematic teaching examples or they compared both types of examples. We found that the comparison of examples supported their instruction planning more than reflecting good or problematic teaching examples only. In addition, comparing examples changed the pre-service teachers' beliefs.     

A comparison of student perceptions of Dutch physics teachers' interpersonal behavior and their educational opinions in 1984 and 1993

According to the literature, in the 1980s the intended science curriculum exhibited a worldwide movement toward a curriculum for all, with a more contextually embedded approach. In writings about science teaching pedagogy, a trend can be observed to consider seriously students' conceptions, based on the premises of constructivism. This article examines consequences of these trends for teacher behavior and concludes that classes should become more student centered. In terms of the model for interpersonal teacher behavior (Wubbels & Levy, 1993), teachers must give their students more responsibility and act in a more understanding way. It is to be expected that teachers' beliefs and opinions have to change before this trend can be implemented in the classroom. We have therefore tested whether teachers' opinions about objectives and content of physics education, on the one hand, and the implemented curriculum, particularly teachers' interpersonal behavior, on the other, display the same trend observed in the intended curriculum. In 1984 and 1993, data on students' perceptions of their teachers' behavior were gathered from ninth-grade students of a random sample of Dutch physics teachers. Data on the teachers' self-perceptions of their behavior and their opinions about physics education also were included. The results show that teachers were more in favor of realistic teaching content in 1993 than in 1984, a shift that is in line with the trend in the intended curriculum. Students' perceptions indicated clearly that Dutch teachers behaved less dominantly and more cooperatively in 1993 than in 1984. © 1997 John Wiley & Sons, Inc. J Res Sci Teach 34: 447–466, 1997.     

Teacher deliberation within the context of Singaporean curricular change: pre- and in-service PE teachers’ perceptions of outdoor education

The study featured in this paper investigates pre- and in-service Physical Education (PE) teachers' diverse views of OE (Outdoor Education) against the backdrop of numerous curricular changes underpinning Singaporean education. We highlight the potential challenges Singaporean schools and teachers may face in implementing the newly formalized OE curriculum. Findings revealed the teachers' prioritization of high elements and adventure activities within residential camps. Then, the teachers linked these ‘risky’ and ‘unfamiliar’ activities with transferrable learning outcomes, mostly in line with students' personal and social development. The more experienced teachers in the cohort tended to advocate that OE could be situated within local school and community environs. Yet, this envisioning of OE within a place-based learning model reflected limited understanding of this concept. We conclude by suggesting that curriculum designers and teacher educators should draw upon pre- and in-service PE teachers' perceptions of OE. It is imperative that these teachers' key concerns and beliefs, which currently structure their work in this recently formalized subject area, are used to contextualize the extensive curricular change and professional learning endeavors that are being implemented by the education ministry.     

Do teachers' achievement goals and self-efficacy beliefs matter for students’ learning experiences? Evidence from two studies on perceived teaching quality and emotional experiences

Although teacher motivation is posited to matter for students' learning experiences, this remains largely uninvestigated, particularly in higher education. In two studies, we analyzed the role of higher education teachers' achievement goals and self-efficacy for students' learning experiences. In Study 1 (k = 166 teachers, n = 2,106 students), we assessed teachers' motivations at the semester start, and students' course-specific perceptions of teaching quality (overall rating, learning) and emotions (joy, boredom) at the semester end. Latent multilevel modeling indicated favorable associations for teachers' self-efficacy, but not for their goals. In Study 2 (k = 96 teachers, n = 16,009 students), we assessed the same constructs and measured students' learning experiences weekly regarding 828 specific course sessions. Additionally, we included teachers’ session-specific motivations. Results replicated the effects of self-efficacy on the teacher-level and suggested that performance-approach and performance-avoidance goals primarily matter on the level of specific sessions. This affirms the relevance of teacher motivations and illuminates the importance of their specificity.     

中学物理教学中的德育渗透

德育在教育教学中的地位重要,课堂教学是渗透德育的主渠道.在中学物理教学中要充分利用教学内容以及教师自身的言传身教对学生进行德育教育.