Characteristics of Science Teachers Who Incorporate Web-Based Teaching |
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Authors: | Yehudit J Dori Revital T Tal Yehuda Peled |
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Institution: | (1) Technion, Israel Institute of Technology, Israel;(2) Massachusetts Institute of Technology, USA |
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Abstract: | This study concerns the characterisation and classification of the way junior high school science teachers incorporate Web-based learning environment and materials into their teaching. About 60 science teachers from nine junior high schools in the northern part of Israel took part in an extended professional development (PD) program. The study, which applied the qualitative interpretative methodology, involved multiple sources of data, including field notes of observations in the PD meetings and class observations, interviews with teachers and principals, and teachers artifacts. Based on their professional growth and beliefs about implementation of Web-based teaching, four basic types of science teachers were identified: the initiator and pathfinder, the follower and conformist, the avoider, and the antagonist. Provided with long-term support, these teachers elevated their specific Web-related qualifications. In particular, they improved the development of Web-based, learner-directed material. The level of success in assimilating Web-based learning in science classes was influenced by the quality and cohesion of the school's teacher team and their principal's care and involvement. |
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Keywords: | educational technology professional development science teachers Web-based learning environment |
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