Conceptions of Teaching Science Held by Novice Teachers in an Alternative Certification Program
Purchase on Springer.com
$39.95 / €34.95 / £29.95*
Rent the article at a discountRent now
* Final gross prices may vary according to local VAT.
Case studies to investigate the conceptions of teaching science held by three novice teachers participating in an alternative secondary science teacher certification program were conducted, along with the relationships between their conceptions of science teaching and their science teaching practice. Data used to build the cases included the participants' responses to two surveys and transcripts of audiotaped interviews with the participants and their university supervisors who observed them teach. Findings revealed that novice teachers hold ideal and working conceptions of teaching science, the novices' conceptions can serve as referents for their classroom practice, and the conceptions of teaching science held by the novice teachers were resistant to change, even in the face of well-intentioned instruction.
- Aguirre, J. M., & Haggerty, S. M. (1990). Student–teachers' conceptions of science, teaching and learning: A case study in preservice science education. International Journal of Science Education, 12, 381–390.
- Ashworth, P., & Lucas, U. (1998). What is the “world” of phenomenography? Scandinavian Journal of Educational Research, 42, 415–431.
- Barton, A. C. (2001). Science education in urban settings: Seeking news ways of praxis through critical enthnography. Journal of Research in Science Teaching, 38, 899–917.
- Buck, P., Goedhart, M. J., Graber, W., Kaper, W. H., Koballa, T., Linder, C., et al. (2003). On the methodology of “phenomenography” as science education research tool. In D. Psillos, P. Kariotoglou, V. Tselfes, E. Hatzikraniotis, G. Fassoulopoulos, & M. Kallery (Eds.), Science education research in the knowledge-based society (pp. 31–41). Dordrecht, The Netherlands: Kluwer.
- Calderhead, J. (1987). Exploring teachers' thinking. London: Cassell.
- Darling-Hammond, L. (1990). Teaching and knowledge: Policy issues posed by alternative certification for teachers. Peabody Journal of Education, 67, 123–154. CrossRef
- Darling-Hammond, L. (2000). How teacher education matters. Journal of Teacher Education, 51, 166–173.
- Darling-Hammond, L., Berry, B., & Thoreson, A. (2001). Does teacher evaluation matter? Evaluating the evidence. Educational Evaluation and Policy Analysis, 23, 57–77.
- Darling-Hammond, L., Hudson, L., Kirby, S. (1989). Redesigning teacher education: Opening the door for new recruits to science and mathematics teaching. Santa Monica, CA: RAND.
- Darling-Hammond, L., Wise, A., & Klein, S. (1999). A license to teach: Raising standards for teaching. San Francisco: Jossey-Bass.
- Driver, R., Asoko, H., Leach, J., Mortimer, E., & Scott, P. (1994). Constructing scientific knowledge in the classroom. Educational Researcher, 23, 5–12.
- Educational Testing Service. (2003a). Pre-Professional Skills Test (PPST): Study guide (2nd ed.). Princeton, NJ: Author.
- Educational Testing Service. (2003b). Sciences: Content knowledge study guide. Princeton, NJ: Author.
- Entwistle, N., Skinner, D., Entwistle, D., & Orr, S. (2000). Conceptions and beliefs about “good teaching”: An integration of contrasting research areas. Higher Education Research and Development, 19(1), 5–26.
- Erickson, F. (1986). Qualitative methods in research on teaching. In M. C. Wittrock (Ed.), Handbook of research on teaching: A project of the American Educational Research Association (3rd ed., pp. 119–162). New York: Macmillan.
- Feistritzer, E. E., & Chester, D. T. (2000). Alternative certification: A state by state analysis 2000. Washington, DC: National Center for Education Information.
- Friedrichson, P. M., & Dana, T. (2002, April). A substantive-level theory of secondary biology teachers' science teaching orientation. Paper presented at the annual meeting of the National Association for Research in Science Teaching, New Orleans, LA.
- Fuller, E. J., & Alexander, C. (2004, April). Certification, employment, and attrition of alternatively and traditionally prepared teachers in Texas. Paper presented at the annual meeting of the American Educational Research Association, San Diego, CA.
- Goldhaber, D., & Brewer, D. (2000). Does teacher certification matter? High school teacher certification status and student achievement. Educational Evaluation and Policy Analysis, 22, 129–145.
- Haberman, M. (2001). The creation of an urban normal school: What constitutes quality in alternative certification? Education Studies, 32, 278–288.
- Hewson, P. W., & Hewson, M. G. (1987). Science teachers' conceptions of teaching: Implications for teacher education. International Journal of Science Education, 9, 425–440.
- Hewson, P. W., & Hewson, M. G. (1988). An appropriate conception of teaching science: A view from studies of science learning. Science Education, 72, 597–614.
- Hewson, P. W., & Hewson, M. G. (1989). Analysis and use of a task for identifying conceptions of teaching science. Journal of Education for Teaching, 15, 191–209.
- Kember, D. (1997). A reconceptualization of the research into university academics' conceptions of teaching. Learning and Instruction, 7, 255–275. CrossRef
- Koballa, T., & Graber, W. (2001, August). Prospective science teachers' conceptions of teaching and learning: A methodological reconsideration. In D. Psillos, P. Kariotoglou, V. Tselfes, G. Bisdikian, G. Fassoulopoulos, E. Hatzikraniotis, & M. Kallery (Eds.), Proceedings of the 3rd International Conference on Science Education Research in the Knowledge (Volume 1, pp. 115–117). Thessaloniki, Greece: European Science Education Research Association.
- Koballa, T., Graber, W., Coleman, D. C., & Kemp, A. C. (2000). Prospective gymnasium teachers' conceptions of chemistry learning and teaching. International Journal of Science Education, 22, 209–224.
- Lincoln, Y. S., & Guba, E. G. (1985). Naturalistic inquiry. Newbury Park, CA: Sage.
- Lingbiao, G., & Watkins, D. (2001). Identifying and assessing the conceptions of teachers of secondary school physics teachers in China. British Journal of Educational Psychology, 71, 443–469. CrossRef
- Littleton, M., & Larmer, B. (1998). Alternative education: Reflection on the past and implications for the future. Teacher Education and Practice, 14(1), 1–9.
- Marton, F. (1990). The phenomenography of learning: A qualitative approach to educational research and some of its implications for didactics. In H. Mandl, E. De Corte, N. Bennett, & H. F. Friedrich (Eds.), Learning and instruction (Vol. 2.1, pp. 601–616). New York: Pergamon Press.
- Marton, F., & Booth, S. (1997). Learning and awareness. Mahwah, NJ: Erlbaum.
- McKibbon, M., & Ray, L. (1994). A guide for alternative certification improvement. The Educational Forum, 58, 201–208.
- Mellado, V. (1998). The classroom practice of preservice teachers and their conceptions of teaching and learning science. Science Education, 82, 197–214. CrossRef
- Merriam, S. (1998). Qualitative research and case study applications in education (2nd ed.). San Francisco: Jossey-Bass.
- Merriam, S. B., & Associates. (2002). Qualitative research in practice. San Francisco: Jossey-Bass.
- Miles, M. B., & Huberman, A. M. (1994). Qualitative data analysis (2nd ed.). Thousand Oaks, CA: Sage.
- Miller, J., McKenna, M., & McKenna, B. (1998). A comparison of alternatively and traditionally prepared teachers. Journal of Teacher Education, 49, 165–176.
- North Central Regional Educational Laboratory. (2002, November). Policy issue 12: The impact of alternative certification in the Midwest. Retrieved April 22, 2004, from http://www.ncrel.org/policy/pubs/html/pivol12/nov2002e.htm
- Patton, M. Q. (1990). Qualitative evaluation and research methods (2nd ed.). Newbury Park, CA: Sage.
- Patton, M. Q. (2002). Qualitative research and evaluation methods (3rd ed.). Thousand Oaks, CA: Sage.
- Prosser, M., Trigwell, K., & Taylor, P. (1994). A phenomenographic study of academics' conceptions of science learning and teaching. Learning and Instruction, 4, 217–231. CrossRef
- Rodriguez, A. J. (1998). Strategies for counterresistance: Toward sociotransformative constructivism and learning to teach science for diversity and understanding. Journal of Research in Science Teaching, 35, 589–622.
- Samuelowicz, K., & Bain, J. D. (1992). Conceptions of teaching held by academic teachers. Higher Education, 24, 93–111. CrossRef
- Silverman, D. (2001). Interpreting qualitative data (2nd ed.). Thousand Oaks, CA: Sage.
- Stake, R. E. (1988). Case study methods in education research: Seeking sweet water. In R. M. Jaeger (Ed.), Complementary methods for research in education (pp. 253–265). Washington, DC: American Educational Research Association.
- Stake, R. E. (1994). Case studies. In N. K. Denzin & Y. S. Lincoln (Eds.), Handbook of qualitative research (pp. 236–247). Thousand Oaks, CA: Sage.
- Strauss, A. L. (1987). Qualitative analysis for social scientists. Cambridge, England: Cambridge University Press.
- Teacher liberation. (2003, July 2). The Wall Street Journal, p. A10.
- U.S. Department of Education. (2002). Meeting the highly qualified teachers challenge: The secretary's annual report on teacher quality. Washington, DC: Author.
- Woods, P. (1987). Life histories and teacher knowledge. In J. Smyth (Ed.), Educating teachers: Changing the nature of pedagogical knowledge (pp. 121–135). Lewes, England: Falmer Press.
- Zeichner, K. M., & Schulte, A. K. (2001). What we know and don't know from peer-review research about alternative teacher certification programs. Journal of Teacher Education, 52, 266–282.
- Conceptions of Teaching Science Held by Novice Teachers in an Alternative Certification Program
Journal of Science Teacher Education
Volume 16, Issue 4 , pp 287-308
- Cover Date
- Print ISSN
- Online ISSN
- Kluwer Academic Publishers
- Additional Links