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Orientations and Execution of Beginning Secondary Science Teachers' Teaching Practices: Motivating and Understanding Students  

Kwon, Hong-Jin (Department of Earth Science Education, Seoul National University)
Kim, Chan-Jong (Department of Earth Science Education, Seoul National University)
Choe, Seung-Urn (Department of Earth Science Education, Seoul National University)
Publication Information
Journal of the Korean earth science society / v.27, no.3, 2006 , pp. 289-301 More about this Journal
Abstract
The purpose of this study is to investigate beginning secondary science teachers' teaching practices in terms of motivating and understanding students. Six first-year teachers participated in this study. Data were collected by classroom observations and structured interviews. Instructional materials used during the class were also collected to understand teaching practice. Lessons observed were video-tape recorded and the teachers were interviewed. Video- and audio-tape recording were transcribed. The framework, developed by Knowles Project Team of Michigan State University, was adopted and revised according to Korean classroom context and employed as an analytical tool for teaching practices. The beginning secondary science teachers intention ranged from 'Managing Work' to 'School Science.' No teachers revealed 'Reform Science Teaching' orientation. For the execution of science lessons, one teacher with 'Managing Work' orientation showed 'expert' level of execution, but the others executed at a 'novice' level. Beginning science teachers need to be guided and informed about 'Reform Science Teaching' for motivating and understanding students to develop professionally.
Keywords
beginning science teacher; motivating; understanding student; reform science teaching;
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