Abstract This article exemplifies the critical initial phase of action research, problem identifi... more Abstract This article exemplifies the critical initial phase of action research, problem identification, in the context of a teacher education course. After frustration arose between preservice elementary teachers (PSTs) and their instructor over classwork quality, the instructor employed reflective journaling and discussions to examine the source of the conflict. Qualitative analysis of class reports, journal entries, and discussions revealed that PSTs’ perceptions of their role in a teacher education course did not align with those of their instructor; goal orientation is used as a conceptual framework to contrast the perspectives. Implications of purposeful and methodical collection and analysis of data (in the initial stage of action research) include reframing a problem using data representing PSTs’ perspectives; allowing instructors to carefully consider possible solution strategies; providing a democratic setting for learning by giving voice to PSTs; and modeling reflective practice as a mode of conflict resolution in an authentic classroom setting.
Teachers' self-efficacy and outcome expectancy have been consistently associated with student... more Teachers' self-efficacy and outcome expectancy have been consistently associated with student achievement. This research examines changes in these constructs for K-12 inservice teachers who participated in a two-week summer professional development experience designed to promote the use of outdoor spaces for environmental science instruction. The investigators used the Science Teaching Efficacy Belief Instrument, version A (STEBI-A) (Riggs & Enochs, 1990), which was modified to include statements about outdoor science teaching. Pre-and post-assessment results for the 22 teachers who completed both assessments indicate significant increases in outcome expectancy scores for classroom and outdoor science teaching, as well as self-efficacy scores for outdoor science teaching, from pre-to post-test. An unexpected observation was the reported decrease in self-efficacy for traditional science teaching over the same period. The results are examined further and explained using supporting...
International Journal of Educational Methodology, 2018
Teacher Education Programs (TEPs) are intended to prepare students to become qualified profession... more Teacher Education Programs (TEPs) are intended to prepare students to become qualified professionals in the field of education. Yet, many preservice teachers (PSTs) have difficulty recognizing their new roles, not simply as students in the TEP, but as future educators. As PSTs progress through their coursework, field experiences, and student teaching, their perceptions of teacher knowledge evolves. Teacher educators may assist in positively influencing such transformation through reflective exercises, learning activities, and thoughtful discourse. The present research examines four classroom discussions centered on a mathematics and science activity. These discussions illustrate the changes in perspective with respect to mathematics and science teacher knowledge, among a cohort of elementary PSTs between the beginning and end of their first year in a TEP.
International journal of environmental and science education, 2015
ion, each participant received a NOS checklist and instructed to fill in examples of the seven te... more ion, each participant received a NOS checklist and instructed to fill in examples of the seven tenets while they watched the film. This was followed by a class discussion. T, E, S, C, S&C,
This self-study describes a conflict that occurred between a teacher educator (TE) and a class of... more This self-study describes a conflict that occurred between a teacher educator (TE) and a class of preservice elementary teachers (PSTs) in a science content course. The conflict centered on the widely disparate views of the quality of classwork produced by the PSTs. While the TE initially evaluated the classwork in a way that was highly critical of the PSTs, he chose to halt the course progression and use reflection activities (e.g., journaling) to better understand the perspectives of the PSTs as well as consider how his pedagogical approach was contributing to the conflict. Through careful analysis of journal responses, in conjunction with a critical friend, insight into the particular needs of the PSTs was achieved. The TE was then able to design and implement targeted instructional activities to navigate the conflict and support the PSTs' professional identity development. Teachers face conflicts in their classrooms and take on the role of problem solver. When issues are encountered, teachers often act in the moment: diagnosing a problem, determining a course of action, and enacting this response. Without devoting time to ascertain the nature of a conflict, however, these immediate reactions may not address the actual problem. Teachers need to reframe a problem prior to taking a particular course of action (Cuban, 2001). Through this process, teachers assess and appropriately modify their practice, thus enhancing their professional knowledge. This self-study describes a conflict, which arose in my (second author) science content course for preservice elementary teachers, and my use of self-study in response to the situation. The conflict centered on the drastically different views held by me, the teacher educator (TE), and the preservice teachers (PSTs) regarding the quality of work completed by the PSTs on a course assignment. Rather than overlooking the conflict and continuing with the curriculum schedule, I chose to critically examine my practice by exposing my assumptions, identifying the underlying sources of the conflict, and evaluating the effectiveness of the pedagogical approach used to navigate the conflict. The present chapter provides a theoretical framework which grounds the research in teacher identity development, describes the methodology employed to examine my practice, and shares findings, which contribute to the pedagogy of science teacher education. Specifically, the chapter describes my use of reflection activities as a mode of inquiry to understand the problem from multiple perspectives, to assist in navigating the classroom conflict, and to identify and manage the tensions in my practice. Theoretical Framework Identity can serve as the theoretical framework for understanding the developmental stages through which PSTs progress for the purpose of guiding TEs' course design and instructional decisions. In other words, the TE can make informed decisions of when and how to adjust his practice to accommodate the PSTs' current positions in the progression of their professional identity development. There is a significant body of research with respect to identity generally falling into two different camps: the psychological development of self and the social development of identity (Roeser, Peck, & Nasir, 2006). For the present self-study, as recommended by Hamman, Gosselin, Romano, and Bunuan (2010), the TE examined his practice while considering his PSTs' development in the context of the social construction of identity. In particular, two constructs are integrated: possible selves (Markus & Nurius, 1986)
This article exemplifies the critical initial phase of action research,
problem identification, i... more This article exemplifies the critical initial phase of action research, problem identification, in the context of a teacher education course. After frustration arose between preservice elementary teachers (PSTs) and their instructor over classwork quality, the instructor employed reflective journaling and discussions to examine the source of the conflict. Qualitative analysis of class reports, journal entries, and discussions revealed that PSTs’ perceptions of their role in a teacher education course did not align with those of their instructor; goal orientation is used as a conceptual framework to contrast the perspectives. Implications of purposeful and methodical collection and analysis of data (in the initial stage of action research) include reframing a problem using data representing PSTs’ perspectives; allowing instructors to carefully consider possible solution strategies; providing a democratic setting for learning by giving voice to PSTs; and modeling reflective practice as a mode of conflict resolution in an authentic classroom setting.
Bloom, M. A. & Quebec Fuentes, S. (In Press). Using self-study to navigate conflict and tensions ... more Bloom, M. A. & Quebec Fuentes, S. (In Press). Using self-study to navigate conflict and tensions in a science course for preservice teachers. In Mohr-Schroeder, M. J. & Thomas, J. (Eds.), Proceedings of the 114th Annual Convention of the School Science and Mathematics Association (pp. X-XX). Oklahoma City, OK: SSMA.
STEM Road Map: A Framework for Integrated STEM Education, 2015
Koehler, C. M., Binns, I. C., & Bloom, M. A. (2015). The emergence of STEM. In Johnson, C. C., Pe... more Koehler, C. M., Binns, I. C., & Bloom, M. A. (2015). The emergence of STEM. In Johnson, C. C., Peters-Burton, E. E., and Moore, T. J. (Eds.), STEM Road Map: A Framework for Integrated STEM Education (pp. 13-22). New York, NY: Routledge.
STEM Road Map: A Framework for Integrated STEM Education , 2015
Koehler, C. M., Bloom, M. A., & Milner, A. R. (2015). The STEM road map for grades K-2. In Johnso... more Koehler, C. M., Bloom, M. A., & Milner, A. R. (2015). The STEM road map for grades K-2. In Johnson, C. C., Peters-Burton, E. E., and Moore, T. J. (Eds.), STEM Road Map: A Framework for Integrated STEM Education (pp. 41-67). New York, NY: Routledge.
Educating Science Teachers for Sustainability , 2015
Bloom, M. A., Hagevik, R., Feldman, A., and Stratton, S. (Eds.) (2015). Preface. In Stratton, S.,... more Bloom, M. A., Hagevik, R., Feldman, A., and Stratton, S. (Eds.) (2015). Preface. In Stratton, S., Hagevik, R., Feldman, A., and Bloom, M. A. (Eds.), Educating Science Teachers for Sustainability (pp. ix-xi). Dordrecht, Netherlands: Springer.
Educating Science Teachers for Sustainability, 2015
Bloom, M.A., Quebec Fuentes, S., Holden, M.E., & Feille, K.K. (2015). Navigating the environmenta... more Bloom, M.A., Quebec Fuentes, S., Holden, M.E., & Feille, K.K. (2015). Navigating the environmental politics of energy production: Using mathematical modeling as a tool for educating science teachers for sustainability. In Stratton, S., Hagevik, R., Feldman, A., and Bloom, M. A. (Eds.), Educating Science Teachers for Sustainability (pp. 275-296). Dordrecht, Netherlands: Springer.
Educating Science Teachers for Sustainability , 2015
Stratton, S., Hagevik, R., Feldman, A., & Bloom, M. A. (Eds.) (2015). Toward a sustainable future... more Stratton, S., Hagevik, R., Feldman, A., & Bloom, M. A. (Eds.) (2015). Toward a sustainable future: The practice of science teacher education for sustainability. In Stratton, S., Hagevik, R., Feldman, A., and Bloom, M. A. (Eds.), Educating Science Teachers for Sustainability (pp. 445-458). Dordrecht, Netherlands: Springer.
International Journal of Environmental and Science Education, 2015
Bloom, M. A., Binns, I. C., & Koehler, C. M. (2015). Multifaceted NOS instruction: Contextualizin... more Bloom, M. A., Binns, I. C., & Koehler, C. M. (2015). Multifaceted NOS instruction: Contextualizing nature of science with documentary films. International Journal of Environmental and Science Education, 10(3), 405-428.
Application of Visual Data in K-16 Science Classrooms , 2015
Binns, I. C., Koehler, C. M., & Bloom, M. A. (2015). Dispositions of scientists in mainstream fil... more Binns, I. C., Koehler, C. M., & Bloom, M. A. (2015). Dispositions of scientists in mainstream films: The extraordinary person called a scientist. In Finson, J. & Pederson, J. (Eds.), Application of Visual Data in K-16 Science Classrooms (pp. 27-50). Charlotte, NC: Information Age Publishing.
Bloom, M. A., Quebec Fuentes, S., Feille, K. K., & Holden, M. E. (2015). Exploring the politics a... more Bloom, M. A., Quebec Fuentes, S., Feille, K. K., & Holden, M. E. (2015). Exploring the politics and sustainability of energy production: A professional development program for science teachers. Journal of Sustainability Education, 8.
Proceedings of the 113th Annual Convention of the School Science and Mathematics Association (Vol. 1) , 2014
Bloom, M. A., Quebec Fuentes, S., & Feille, K. K. (2014). Depoliticizing the environmental impact... more Bloom, M. A., Quebec Fuentes, S., & Feille, K. K. (2014). Depoliticizing the environmental impact of energy production: A professional development experience for science teachers. In Mohr-Schroeder, M. J. & Harkness, S. S. (Eds.), Proceedings of the 113th Annual Convention of the School Science and Mathematics Association (Vol. 1) (pp. 7-14). Jacksonville, FL: SSMA.
Initiatives in Mathematics and Science Education with Global Implications, 2014
Quebec Fuentes, S., Bloom, M. A., & Peace, H. (2014). An activity to assess preservice elementary... more Quebec Fuentes, S., Bloom, M. A., & Peace, H. (2014). An activity to assess preservice elementary teachers’ perceptions of knowledge needs for mathematics and science instruction. In Berlin, D. F. & White, A. L. (Eds.), Initiatives in Mathematics and Science Education with Global Implications (pp. 135-146). Columbus, OH: International Consortium for Research in Science and Mathematics Education.
Initiatives in Mathematics and Science Education with Global Implications, 2014
Bloom, M.A. & Quebec Fuentes, S. (2014). Can the construct of mathematical knowledge for teaching... more Bloom, M.A. & Quebec Fuentes, S. (2014). Can the construct of mathematical knowledge for teaching be applied to science? A conversation between a mathematics educator and a science educator. In Berlin, D.F. & White, A.L. (Eds.), Initiatives in Mathematics and Science Education with Global Implications (pp. 147-158). Columbus, OH: International Consortium for Research in Science and Mathematics Education.
Abstract This article exemplifies the critical initial phase of action research, problem identifi... more Abstract This article exemplifies the critical initial phase of action research, problem identification, in the context of a teacher education course. After frustration arose between preservice elementary teachers (PSTs) and their instructor over classwork quality, the instructor employed reflective journaling and discussions to examine the source of the conflict. Qualitative analysis of class reports, journal entries, and discussions revealed that PSTs’ perceptions of their role in a teacher education course did not align with those of their instructor; goal orientation is used as a conceptual framework to contrast the perspectives. Implications of purposeful and methodical collection and analysis of data (in the initial stage of action research) include reframing a problem using data representing PSTs’ perspectives; allowing instructors to carefully consider possible solution strategies; providing a democratic setting for learning by giving voice to PSTs; and modeling reflective practice as a mode of conflict resolution in an authentic classroom setting.
Teachers' self-efficacy and outcome expectancy have been consistently associated with student... more Teachers' self-efficacy and outcome expectancy have been consistently associated with student achievement. This research examines changes in these constructs for K-12 inservice teachers who participated in a two-week summer professional development experience designed to promote the use of outdoor spaces for environmental science instruction. The investigators used the Science Teaching Efficacy Belief Instrument, version A (STEBI-A) (Riggs & Enochs, 1990), which was modified to include statements about outdoor science teaching. Pre-and post-assessment results for the 22 teachers who completed both assessments indicate significant increases in outcome expectancy scores for classroom and outdoor science teaching, as well as self-efficacy scores for outdoor science teaching, from pre-to post-test. An unexpected observation was the reported decrease in self-efficacy for traditional science teaching over the same period. The results are examined further and explained using supporting...
International Journal of Educational Methodology, 2018
Teacher Education Programs (TEPs) are intended to prepare students to become qualified profession... more Teacher Education Programs (TEPs) are intended to prepare students to become qualified professionals in the field of education. Yet, many preservice teachers (PSTs) have difficulty recognizing their new roles, not simply as students in the TEP, but as future educators. As PSTs progress through their coursework, field experiences, and student teaching, their perceptions of teacher knowledge evolves. Teacher educators may assist in positively influencing such transformation through reflective exercises, learning activities, and thoughtful discourse. The present research examines four classroom discussions centered on a mathematics and science activity. These discussions illustrate the changes in perspective with respect to mathematics and science teacher knowledge, among a cohort of elementary PSTs between the beginning and end of their first year in a TEP.
International journal of environmental and science education, 2015
ion, each participant received a NOS checklist and instructed to fill in examples of the seven te... more ion, each participant received a NOS checklist and instructed to fill in examples of the seven tenets while they watched the film. This was followed by a class discussion. T, E, S, C, S&C,
This self-study describes a conflict that occurred between a teacher educator (TE) and a class of... more This self-study describes a conflict that occurred between a teacher educator (TE) and a class of preservice elementary teachers (PSTs) in a science content course. The conflict centered on the widely disparate views of the quality of classwork produced by the PSTs. While the TE initially evaluated the classwork in a way that was highly critical of the PSTs, he chose to halt the course progression and use reflection activities (e.g., journaling) to better understand the perspectives of the PSTs as well as consider how his pedagogical approach was contributing to the conflict. Through careful analysis of journal responses, in conjunction with a critical friend, insight into the particular needs of the PSTs was achieved. The TE was then able to design and implement targeted instructional activities to navigate the conflict and support the PSTs' professional identity development. Teachers face conflicts in their classrooms and take on the role of problem solver. When issues are encountered, teachers often act in the moment: diagnosing a problem, determining a course of action, and enacting this response. Without devoting time to ascertain the nature of a conflict, however, these immediate reactions may not address the actual problem. Teachers need to reframe a problem prior to taking a particular course of action (Cuban, 2001). Through this process, teachers assess and appropriately modify their practice, thus enhancing their professional knowledge. This self-study describes a conflict, which arose in my (second author) science content course for preservice elementary teachers, and my use of self-study in response to the situation. The conflict centered on the drastically different views held by me, the teacher educator (TE), and the preservice teachers (PSTs) regarding the quality of work completed by the PSTs on a course assignment. Rather than overlooking the conflict and continuing with the curriculum schedule, I chose to critically examine my practice by exposing my assumptions, identifying the underlying sources of the conflict, and evaluating the effectiveness of the pedagogical approach used to navigate the conflict. The present chapter provides a theoretical framework which grounds the research in teacher identity development, describes the methodology employed to examine my practice, and shares findings, which contribute to the pedagogy of science teacher education. Specifically, the chapter describes my use of reflection activities as a mode of inquiry to understand the problem from multiple perspectives, to assist in navigating the classroom conflict, and to identify and manage the tensions in my practice. Theoretical Framework Identity can serve as the theoretical framework for understanding the developmental stages through which PSTs progress for the purpose of guiding TEs' course design and instructional decisions. In other words, the TE can make informed decisions of when and how to adjust his practice to accommodate the PSTs' current positions in the progression of their professional identity development. There is a significant body of research with respect to identity generally falling into two different camps: the psychological development of self and the social development of identity (Roeser, Peck, & Nasir, 2006). For the present self-study, as recommended by Hamman, Gosselin, Romano, and Bunuan (2010), the TE examined his practice while considering his PSTs' development in the context of the social construction of identity. In particular, two constructs are integrated: possible selves (Markus & Nurius, 1986)
This article exemplifies the critical initial phase of action research,
problem identification, i... more This article exemplifies the critical initial phase of action research, problem identification, in the context of a teacher education course. After frustration arose between preservice elementary teachers (PSTs) and their instructor over classwork quality, the instructor employed reflective journaling and discussions to examine the source of the conflict. Qualitative analysis of class reports, journal entries, and discussions revealed that PSTs’ perceptions of their role in a teacher education course did not align with those of their instructor; goal orientation is used as a conceptual framework to contrast the perspectives. Implications of purposeful and methodical collection and analysis of data (in the initial stage of action research) include reframing a problem using data representing PSTs’ perspectives; allowing instructors to carefully consider possible solution strategies; providing a democratic setting for learning by giving voice to PSTs; and modeling reflective practice as a mode of conflict resolution in an authentic classroom setting.
Bloom, M. A. & Quebec Fuentes, S. (In Press). Using self-study to navigate conflict and tensions ... more Bloom, M. A. & Quebec Fuentes, S. (In Press). Using self-study to navigate conflict and tensions in a science course for preservice teachers. In Mohr-Schroeder, M. J. & Thomas, J. (Eds.), Proceedings of the 114th Annual Convention of the School Science and Mathematics Association (pp. X-XX). Oklahoma City, OK: SSMA.
STEM Road Map: A Framework for Integrated STEM Education, 2015
Koehler, C. M., Binns, I. C., & Bloom, M. A. (2015). The emergence of STEM. In Johnson, C. C., Pe... more Koehler, C. M., Binns, I. C., & Bloom, M. A. (2015). The emergence of STEM. In Johnson, C. C., Peters-Burton, E. E., and Moore, T. J. (Eds.), STEM Road Map: A Framework for Integrated STEM Education (pp. 13-22). New York, NY: Routledge.
STEM Road Map: A Framework for Integrated STEM Education , 2015
Koehler, C. M., Bloom, M. A., & Milner, A. R. (2015). The STEM road map for grades K-2. In Johnso... more Koehler, C. M., Bloom, M. A., & Milner, A. R. (2015). The STEM road map for grades K-2. In Johnson, C. C., Peters-Burton, E. E., and Moore, T. J. (Eds.), STEM Road Map: A Framework for Integrated STEM Education (pp. 41-67). New York, NY: Routledge.
Educating Science Teachers for Sustainability , 2015
Bloom, M. A., Hagevik, R., Feldman, A., and Stratton, S. (Eds.) (2015). Preface. In Stratton, S.,... more Bloom, M. A., Hagevik, R., Feldman, A., and Stratton, S. (Eds.) (2015). Preface. In Stratton, S., Hagevik, R., Feldman, A., and Bloom, M. A. (Eds.), Educating Science Teachers for Sustainability (pp. ix-xi). Dordrecht, Netherlands: Springer.
Educating Science Teachers for Sustainability, 2015
Bloom, M.A., Quebec Fuentes, S., Holden, M.E., & Feille, K.K. (2015). Navigating the environmenta... more Bloom, M.A., Quebec Fuentes, S., Holden, M.E., & Feille, K.K. (2015). Navigating the environmental politics of energy production: Using mathematical modeling as a tool for educating science teachers for sustainability. In Stratton, S., Hagevik, R., Feldman, A., and Bloom, M. A. (Eds.), Educating Science Teachers for Sustainability (pp. 275-296). Dordrecht, Netherlands: Springer.
Educating Science Teachers for Sustainability , 2015
Stratton, S., Hagevik, R., Feldman, A., & Bloom, M. A. (Eds.) (2015). Toward a sustainable future... more Stratton, S., Hagevik, R., Feldman, A., & Bloom, M. A. (Eds.) (2015). Toward a sustainable future: The practice of science teacher education for sustainability. In Stratton, S., Hagevik, R., Feldman, A., and Bloom, M. A. (Eds.), Educating Science Teachers for Sustainability (pp. 445-458). Dordrecht, Netherlands: Springer.
International Journal of Environmental and Science Education, 2015
Bloom, M. A., Binns, I. C., & Koehler, C. M. (2015). Multifaceted NOS instruction: Contextualizin... more Bloom, M. A., Binns, I. C., & Koehler, C. M. (2015). Multifaceted NOS instruction: Contextualizing nature of science with documentary films. International Journal of Environmental and Science Education, 10(3), 405-428.
Application of Visual Data in K-16 Science Classrooms , 2015
Binns, I. C., Koehler, C. M., & Bloom, M. A. (2015). Dispositions of scientists in mainstream fil... more Binns, I. C., Koehler, C. M., & Bloom, M. A. (2015). Dispositions of scientists in mainstream films: The extraordinary person called a scientist. In Finson, J. & Pederson, J. (Eds.), Application of Visual Data in K-16 Science Classrooms (pp. 27-50). Charlotte, NC: Information Age Publishing.
Bloom, M. A., Quebec Fuentes, S., Feille, K. K., & Holden, M. E. (2015). Exploring the politics a... more Bloom, M. A., Quebec Fuentes, S., Feille, K. K., & Holden, M. E. (2015). Exploring the politics and sustainability of energy production: A professional development program for science teachers. Journal of Sustainability Education, 8.
Proceedings of the 113th Annual Convention of the School Science and Mathematics Association (Vol. 1) , 2014
Bloom, M. A., Quebec Fuentes, S., & Feille, K. K. (2014). Depoliticizing the environmental impact... more Bloom, M. A., Quebec Fuentes, S., & Feille, K. K. (2014). Depoliticizing the environmental impact of energy production: A professional development experience for science teachers. In Mohr-Schroeder, M. J. & Harkness, S. S. (Eds.), Proceedings of the 113th Annual Convention of the School Science and Mathematics Association (Vol. 1) (pp. 7-14). Jacksonville, FL: SSMA.
Initiatives in Mathematics and Science Education with Global Implications, 2014
Quebec Fuentes, S., Bloom, M. A., & Peace, H. (2014). An activity to assess preservice elementary... more Quebec Fuentes, S., Bloom, M. A., & Peace, H. (2014). An activity to assess preservice elementary teachers’ perceptions of knowledge needs for mathematics and science instruction. In Berlin, D. F. & White, A. L. (Eds.), Initiatives in Mathematics and Science Education with Global Implications (pp. 135-146). Columbus, OH: International Consortium for Research in Science and Mathematics Education.
Initiatives in Mathematics and Science Education with Global Implications, 2014
Bloom, M.A. & Quebec Fuentes, S. (2014). Can the construct of mathematical knowledge for teaching... more Bloom, M.A. & Quebec Fuentes, S. (2014). Can the construct of mathematical knowledge for teaching be applied to science? A conversation between a mathematics educator and a science educator. In Berlin, D.F. & White, A.L. (Eds.), Initiatives in Mathematics and Science Education with Global Implications (pp. 147-158). Columbus, OH: International Consortium for Research in Science and Mathematics Education.
Biological evolution stands out as critically important content for K-12 education as it is consi... more Biological evolution stands out as critically important content for K-12 education as it is considered a cornerstone of the biological sciences. Yet, it remains one of the most socially controversial topics related to science education. In this exploratory study, we are seeking to understand the ways elementary preservice teachers (PSTs) use their views of science to justify including or excluding alternative explanations to evolution in the science curriculum. This investigation included 76 PSTs who were enrolled in an elementary science methods course. Data came from an activity designed by the authors entitled “Science in the Public Schools – School Board Scenario.” The scenario proposed that the local school board was considering a motion to alter the science curriculum by introducing creationism and intelligent design (ID) to the unit on biological evolution and the PSTs had to offer their informed recommendations. The two researchers independently read and coded the data using an inductive, constant comparative approach. Findings revealed that 32 would not add creationism or ID, 26 would add both, 9 would add creationism, 6 would add ID, and 3 would only mention them. PSTs came up with diverse explanations for their decision on if to include alternative explanations when teaching evolution. Common rationales emerged within each group and are further explored.
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problem identification, in the context of a teacher education course.
After frustration arose between preservice elementary teachers (PSTs)
and their instructor over classwork quality, the instructor employed
reflective journaling and discussions to examine the source of the
conflict. Qualitative analysis of class reports, journal entries, and
discussions revealed that PSTs’ perceptions of their role in a teacher
education course did not align with those of their instructor; goal
orientation is used as a conceptual framework to contrast the
perspectives. Implications of purposeful and methodical collection
and analysis of data (in the initial stage of action research) include
reframing a problem using data representing PSTs’ perspectives;
allowing instructors to carefully consider possible solution strategies;
providing a democratic setting for learning by giving voice to PSTs;
and modeling reflective practice as a mode of conflict resolution in
an authentic classroom setting.
problem identification, in the context of a teacher education course.
After frustration arose between preservice elementary teachers (PSTs)
and their instructor over classwork quality, the instructor employed
reflective journaling and discussions to examine the source of the
conflict. Qualitative analysis of class reports, journal entries, and
discussions revealed that PSTs’ perceptions of their role in a teacher
education course did not align with those of their instructor; goal
orientation is used as a conceptual framework to contrast the
perspectives. Implications of purposeful and methodical collection
and analysis of data (in the initial stage of action research) include
reframing a problem using data representing PSTs’ perspectives;
allowing instructors to carefully consider possible solution strategies;
providing a democratic setting for learning by giving voice to PSTs;
and modeling reflective practice as a mode of conflict resolution in
an authentic classroom setting.