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teacher</title> <meta name="description" content="Search results for: science teacher"> <meta name="keywords" content="science teacher"> <meta name="viewport" content="width=device-width, initial-scale=1, minimum-scale=1, maximum-scale=1, user-scalable=no"> <meta charset="utf-8"> <link href="https://cdn.waset.org/favicon.ico" type="image/x-icon" rel="shortcut icon"> <link href="https://cdn.waset.org/static/plugins/bootstrap-4.2.1/css/bootstrap.min.css" rel="stylesheet"> <link href="https://cdn.waset.org/static/plugins/fontawesome/css/all.min.css" rel="stylesheet"> <link href="https://cdn.waset.org/static/css/site.css?v=150220211555" rel="stylesheet"> </head> <body> <header> <div class="container"> <nav class="navbar navbar-expand-lg navbar-light"> <a class="navbar-brand" href="https://waset.org"> <img src="https://cdn.waset.org/static/images/wasetc.png" alt="Open Science Research Excellence" title="Open Science Research Excellence" /> </a> <button class="d-block d-lg-none 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action="https://publications.waset.org/abstracts/search"> <div id="custom-search-input"> <div class="input-group"> <i class="fas fa-search"></i> <input type="text" class="search-query" name="q" placeholder="Author, Title, Abstract, Keywords" value="science teacher"> <input type="submit" class="btn_search" value="Search"> </div> </div> </form> </div> </div> <div class="row mt-3"> <div class="col-sm-3"> <div class="card"> <div class="card-body"><strong>Commenced</strong> in January 2007</div> </div> </div> <div class="col-sm-3"> <div class="card"> <div class="card-body"><strong>Frequency:</strong> Monthly</div> </div> </div> <div class="col-sm-3"> <div class="card"> <div class="card-body"><strong>Edition:</strong> International</div> </div> </div> <div class="col-sm-3"> <div class="card"> <div class="card-body"><strong>Paper Count:</strong> 3906</div> </div> </div> </div> <h1 class="mt-3 mb-3 text-center" style="font-size:1.6rem;">Search results for: science teacher</h1> <div class="card paper-listing mb-3 mt-3"> <h5 class="card-header" style="font-size:.9rem"><span class="badge badge-info">3906</span> The Reflection on Pre-Service Teacher Training Program in Science Education</h5> <div class="card-body"> <p class="card-text"><strong>Authors:</strong> <a href="https://publications.waset.org/abstracts/search?q=Sumalee%20Tientongdee">Sumalee Tientongdee</a> </p> <p class="card-text"><strong>Abstract:</strong></p> The pre-service teacher training program at Suan Sunandha Rajabhat University, Bankgok Thailand has been provided for undergraduate students for more than 80 years. It was established as the first teacher college in the country. The pre-service teacher program in science education is considered as one of the new training programs to prepare pre-service teacher to teach science in secondary school level. The need of program assessment is strongly important. Therefore, this study was conducted to gain the opinions and recommendations from the principals, in-service teachers, and mentoring teachers from the partnership schools of Bangkok. The invited 120 participants for the annual meeting was hold in May 2017. The focus group discussion and questionnaires were used to collect the data during the reflection session. The content analysis was used to analyze the qualitative data. The results showed that the pre-service teacher training program in science education should improve students’ creative thinking skill, service mind, personality, and attitudes toward teaching science career. Also, the future science teachers must be able to teach in English to have more opportunities to teach science in Southeast Asian countries. <p class="card-text"><strong>Keywords:</strong> <a href="https://publications.waset.org/abstracts/search?q=pre-service%20teacher%20training%20program" title="pre-service teacher training program">pre-service teacher training program</a>, <a href="https://publications.waset.org/abstracts/search?q=reflection" title=" reflection"> reflection</a>, <a href="https://publications.waset.org/abstracts/search?q=science%20education" title=" science education"> science education</a>, <a href="https://publications.waset.org/abstracts/search?q=Suan%20Sunandha%20Rajabhat%20university" title=" Suan Sunandha Rajabhat university"> Suan Sunandha Rajabhat university</a> </p> <a href="https://publications.waset.org/abstracts/83060/the-reflection-on-pre-service-teacher-training-program-in-science-education" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/abstracts/83060.pdf" target="_blank" class="btn btn-primary btn-sm">PDF</a> <span class="bg-info text-light px-1 py-1 float-right rounded"> Downloads <span class="badge badge-light">216</span> </span> </div> </div> <div class="card paper-listing mb-3 mt-3"> <h5 class="card-header" style="font-size:.9rem"><span class="badge badge-info">3905</span> The Convergence between Science Practical Work and Scientific Discourse: Lessons Learnt from Using a Practical Activity to Encourage Student Discourse </h5> <div class="card-body"> <p class="card-text"><strong>Authors:</strong> <a href="https://publications.waset.org/abstracts/search?q=Abraham%20Motlhabane">Abraham Motlhabane</a> </p> <p class="card-text"><strong>Abstract:</strong></p> In most practical-related science lessons, the focus is on completing the experimental procedure as directed by the teacher. However, the scientific discourse among learners themselves and teacher–learner discourse about scientific processes, scientific inquiry and the nature of science should play an important role in the teaching and learning of science. This means the incorporation of inquiry-based activities aimed at sparking debates about scientific concepts. This article analyses a science lesson presented by a teacher to his colleagues acting as learners. Six lessons were presented and transcribed. One of the lessons has been used for this study as the basis for the events as they unfolded during the lesson. Data was obtained through direct observations and the use of a predetermined observation schedule. Field notes were compiled during teacher preparations and the presentation of the lessons. <p class="card-text"><strong>Keywords:</strong> <a href="https://publications.waset.org/abstracts/search?q=discourse" title="discourse">discourse</a>, <a href="https://publications.waset.org/abstracts/search?q=inquiry" title=" inquiry"> inquiry</a>, <a href="https://publications.waset.org/abstracts/search?q=practical%20work" title=" practical work"> practical work</a>, <a href="https://publications.waset.org/abstracts/search?q=science" title=" science"> science</a>, <a href="https://publications.waset.org/abstracts/search?q=scientific" title=" scientific "> scientific </a> </p> <a href="https://publications.waset.org/abstracts/30521/the-convergence-between-science-practical-work-and-scientific-discourse-lessons-learnt-from-using-a-practical-activity-to-encourage-student-discourse" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/abstracts/30521.pdf" target="_blank" class="btn btn-primary btn-sm">PDF</a> <span class="bg-info text-light px-1 py-1 float-right rounded"> Downloads <span class="badge badge-light">492</span> </span> </div> </div> <div class="card paper-listing mb-3 mt-3"> <h5 class="card-header" style="font-size:.9rem"><span class="badge badge-info">3904</span> The Need for Educational Psychology in Teacher Education for Sustainable Transformation and Security in Nigeria</h5> <div class="card-body"> <p class="card-text"><strong>Authors:</strong> <a href="https://publications.waset.org/abstracts/search?q=Kaltume%20Kabir%20Sharrif">Kaltume Kabir Sharrif</a> </p> <p class="card-text"><strong>Abstract:</strong></p> Teacher education is the bedrock of educational growth and development of any nation. With development in education all human problems can be overcome. Educational Psychology, on the other hand, is in a strategic position for any programme in teacher education to be successful hence other aspects of societal issues. In other words, no teacher education can be of any help in ensuring transformation and security without adequate study in Educational Psychology. Without adequate knowledge and skills in Educational Psychology the teacher may not function effectively in the course of discharging his duty. It is in view of this, that the paper discusses some aspects of Educational Psychology that are of paramount importance in teacher education for sustainable transformation and security of Nigeria. Some recommendations were offered on the role educational psychology play in resolving security challenges facing the country. These include enriching educational psychology with topics from forensic psychology that will provide the teacher the skills of fighting crime in the school, Behavioural Science Unit should be established in each school to monitor the behavior of students, among others. <p class="card-text"><strong>Keywords:</strong> <a href="https://publications.waset.org/abstracts/search?q=transformation" title="transformation">transformation</a>, <a href="https://publications.waset.org/abstracts/search?q=security%20challenges" title=" security challenges"> security challenges</a>, <a href="https://publications.waset.org/abstracts/search?q=teacher%20education" title=" teacher education"> teacher education</a>, <a href="https://publications.waset.org/abstracts/search?q=educational%20psychology" title=" educational psychology"> educational psychology</a> </p> <a href="https://publications.waset.org/abstracts/23923/the-need-for-educational-psychology-in-teacher-education-for-sustainable-transformation-and-security-in-nigeria" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/abstracts/23923.pdf" target="_blank" class="btn btn-primary btn-sm">PDF</a> <span class="bg-info text-light px-1 py-1 float-right rounded"> Downloads <span class="badge badge-light">506</span> </span> </div> </div> <div class="card paper-listing mb-3 mt-3"> <h5 class="card-header" style="font-size:.9rem"><span class="badge badge-info">3903</span> Inquiry-based Science Education in Computer Science Learning in Primary School</h5> <div class="card-body"> <p class="card-text"><strong>Authors:</strong> <a href="https://publications.waset.org/abstracts/search?q=Maslin%20Masrom">Maslin Masrom</a>, <a href="https://publications.waset.org/abstracts/search?q=Nik%20Hasnaa%20Nik%20Mahmood"> Nik Hasnaa Nik Mahmood</a>, <a href="https://publications.waset.org/abstracts/search?q=Wan%20Normeza%20Wan%20Zakaria"> Wan Normeza Wan Zakaria</a>, <a href="https://publications.waset.org/abstracts/search?q=Azizul%20Azizan"> Azizul Azizan</a>, <a href="https://publications.waset.org/abstracts/search?q=Norshaliza%20Kamaruddin"> Norshaliza Kamaruddin</a> </p> <p class="card-text"><strong>Abstract:</strong></p> Traditionally, in science education, the teacher provides facts and the students learn them. It is outmoded for today’s students to equip them with real-life situations, mainly because knowledge and life skills are acquired passively from the instructors. Inquiry-Based Science Education (IBSE) is an approach that allows students to experiment, ask questions, and develop responses based on reasoning. It has provided students and teachers with opportunities to actively engage in collaborative learning via inquiry. This approach inspires the students to become active thinkers, research for solutions, and gain life-long experience and self-confidence. Therefore, the research aims to investigate how the primary-school teacher supports students or pupils through an inquiry-based science education approach for computer science, specifically coding skills. The results are presented and described. <p class="card-text"><strong>Keywords:</strong> <a href="https://publications.waset.org/abstracts/search?q=inquiry-based%20science%20education" title="inquiry-based science education">inquiry-based science education</a>, <a href="https://publications.waset.org/abstracts/search?q=student-centered%20learning" title=" student-centered learning"> student-centered learning</a>, <a href="https://publications.waset.org/abstracts/search?q=computer%20science" title=" computer science"> computer science</a>, <a href="https://publications.waset.org/abstracts/search?q=primary%20school" title=" primary school"> primary school</a> </p> <a href="https://publications.waset.org/abstracts/147613/inquiry-based-science-education-in-computer-science-learning-in-primary-school" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/abstracts/147613.pdf" target="_blank" class="btn btn-primary btn-sm">PDF</a> <span class="bg-info text-light px-1 py-1 float-right rounded"> Downloads <span class="badge badge-light">157</span> </span> </div> </div> <div class="card paper-listing mb-3 mt-3"> <h5 class="card-header" style="font-size:.9rem"><span class="badge badge-info">3902</span> A Study of Achievement and Attitude on Learning Science in English by Using Co – Teaching Method</h5> <div class="card-body"> <p class="card-text"><strong>Authors:</strong> <a href="https://publications.waset.org/abstracts/search?q=Sakchai%20Rachniyom">Sakchai Rachniyom</a> </p> <p class="card-text"><strong>Abstract:</strong></p> Owing to the ASEAN community will formally take place in the few months; therefore, Thais should realize about the importance of English language. Since, it is regarded as a working language in the community. To promote Science students’ English proficiency, teacher should be able to teach in English language appropriately and effectively. The purposes of the quasi – experimental research are (1) to measure the learning achievement, (2) to evaluate students’ satisfaction on the teaching and learning and (3) to study the consequences of co – teaching method in order comprehend the learning achievement and improvement. The participants were 40 general science students teacher. Two types of research instruments were included; (1) an achievement test, and (2) a questionnaire. This research was conducted for 1 semester. The statistics used in this research were arithmetic mean and standard deviation. The findings of the study revealed that students’ achievement score was significantly increased at statistical level .05 and the students satisfied the teaching and learning at the highest level . The students’ involvement and teachers’ support were promoted. It was also reported students’ learning was improved by co – teaching method. <p class="card-text"><strong>Keywords:</strong> <a href="https://publications.waset.org/abstracts/search?q=co%20%E2%80%93%20teaching%20method" title="co – teaching method">co – teaching method</a>, <a href="https://publications.waset.org/abstracts/search?q=learning%20science%20in%20english" title=" learning science in english"> learning science in english</a>, <a href="https://publications.waset.org/abstracts/search?q=teacher" title=" teacher"> teacher</a>, <a href="https://publications.waset.org/abstracts/search?q=education" title=" education"> education</a> </p> <a href="https://publications.waset.org/abstracts/42885/a-study-of-achievement-and-attitude-on-learning-science-in-english-by-using-co-teaching-method" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/abstracts/42885.pdf" target="_blank" class="btn btn-primary btn-sm">PDF</a> <span class="bg-info text-light px-1 py-1 float-right rounded"> Downloads <span class="badge badge-light">479</span> </span> </div> </div> <div class="card paper-listing mb-3 mt-3"> <h5 class="card-header" style="font-size:.9rem"><span class="badge badge-info">3901</span> The Role of Creative Thinking in Science Education</h5> <div class="card-body"> <p class="card-text"><strong>Authors:</strong> <a href="https://publications.waset.org/abstracts/search?q=Jindriska%20Svobodova">Jindriska Svobodova</a>, <a href="https://publications.waset.org/abstracts/search?q=Jan%20Novotny"> Jan Novotny</a> </p> <p class="card-text"><strong>Abstract:</strong></p> A teacher’s attitude to creativity plays an essential role in the thinking development of his/her students. The purpose of this study is to understand if a science teacher's personal creativity can modify his/her ability to produce various kinds of questions. This research used an education activity based on cosmic sketches and pictures by K.E. Tsiolkovsky, the founder of astronautics, to explore if any relationship between individual creativity and the asking questions skill exists. As a screening instrument, which allows an assessment of the respondent's creative potential, a common test of creative thinking was used. The results of the creativity test and the diversity of the questions are mentioned. <p class="card-text"><strong>Keywords:</strong> <a href="https://publications.waset.org/abstracts/search?q=science%20education" title="science education">science education</a>, <a href="https://publications.waset.org/abstracts/search?q=active%20learning" title=" active learning"> active learning</a>, <a href="https://publications.waset.org/abstracts/search?q=physics%20teaching" title=" physics teaching"> physics teaching</a>, <a href="https://publications.waset.org/abstracts/search?q=religious%20cosmology" title=" religious cosmology"> religious cosmology</a> </p> <a href="https://publications.waset.org/abstracts/46984/the-role-of-creative-thinking-in-science-education" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/abstracts/46984.pdf" target="_blank" class="btn btn-primary btn-sm">PDF</a> <span class="bg-info text-light px-1 py-1 float-right rounded"> Downloads <span class="badge badge-light">231</span> </span> </div> </div> <div class="card paper-listing mb-3 mt-3"> <h5 class="card-header" style="font-size:.9rem"><span class="badge badge-info">3900</span> Using Peer Instruction in Physics of Waves for Pre-Service Science Teacher</h5> <div class="card-body"> <p class="card-text"><strong>Authors:</strong> <a href="https://publications.waset.org/abstracts/search?q=Sumalee%20Tientongdee">Sumalee Tientongdee</a> </p> <p class="card-text"><strong>Abstract:</strong></p> In this study, it was aimed to investigate Physics achievement of the pre-service science teacher studying in general science program at Suan Sunandha Rajabhat University, Bangkok, Thailand. The program has provided the new curriculum that focuses on 21st-century skills development. Active learning approaches are used to teach in all subjects. One of the active learning approaches Peer Instruction, or PI was used in this study to teach physics of waves as a compulsory course. It was conducted in the second semester from January to May of 2017. The concept test was given to evaluate pre-service science teachers’ understanding in concept of waves. Problem-solving assessment form was used to evaluate their problem-solving skill. The results indicated that after they had learned through Peer Instruction in physics of waves course, their concepts in physics of waves was significantly higher at 0.05 confident levels. Their problem-solving skill from the whole class was at the highest level. Based on the group interview on the opinions of using Peer Instruction in Physics class, they mostly felt that it was very useful and helping them understand more about physics, especially for female students. <p class="card-text"><strong>Keywords:</strong> <a href="https://publications.waset.org/abstracts/search?q=peer%20instruction" title="peer instruction">peer instruction</a>, <a href="https://publications.waset.org/abstracts/search?q=physics%20of%20waves" title=" physics of waves"> physics of waves</a>, <a href="https://publications.waset.org/abstracts/search?q=pre-service%20science%20teacher" title=" pre-service science teacher"> pre-service science teacher</a>, <a href="https://publications.waset.org/abstracts/search?q=Suan%20Sunandha%20Rajabhat%20university" title=" Suan Sunandha Rajabhat university"> Suan Sunandha Rajabhat university</a> </p> <a href="https://publications.waset.org/abstracts/83122/using-peer-instruction-in-physics-of-waves-for-pre-service-science-teacher" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/abstracts/83122.pdf" target="_blank" class="btn btn-primary btn-sm">PDF</a> <span class="bg-info text-light px-1 py-1 float-right rounded"> Downloads <span class="badge badge-light">346</span> </span> </div> </div> <div class="card paper-listing mb-3 mt-3"> <h5 class="card-header" style="font-size:.9rem"><span class="badge badge-info">3899</span> Differences and Similarities between Concepts of Good, Great, and Leading Teacher</h5> <div class="card-body"> <p class="card-text"><strong>Authors:</strong> <a href="https://publications.waset.org/abstracts/search?q=Vilma%20Zydziunaite">Vilma Zydziunaite</a>, <a href="https://publications.waset.org/abstracts/search?q=Vaida%20Jurgile"> Vaida Jurgile</a>, <a href="https://publications.waset.org/abstracts/search?q=Roman%20Balandiuk"> Roman Balandiuk</a> </p> <p class="card-text"><strong>Abstract:</strong></p> Good, great, and leading teachers are experienced and respected role models, who are innovative, organized, collaborative, trustworthy, and confident facilitators of learning. They model integrity, have strong interpersonal and communication skills, display the highest level of professionalism, a commitment to students, and expertise, and demonstrate a passion for student learning while taking the initiative as influential change agents. Usually, we call them teacher(s) leaders by integrating three notions such as good, great, and leading in a one-teacher leader. Here are described essences of three concepts: ‘good teacher,’ ‘great teacher,’ and teacher leader’ as they are inseparable in teaching practices, teacher’s professional life, and educational interactions with students, fellow teachers, school administration, students’ families and school communities. <p class="card-text"><strong>Keywords:</strong> <a href="https://publications.waset.org/abstracts/search?q=great%20teacher" title="great teacher">great teacher</a>, <a href="https://publications.waset.org/abstracts/search?q=good%20teacher" title=" good teacher"> good teacher</a>, <a href="https://publications.waset.org/abstracts/search?q=leading%20teacher" title=" leading teacher"> leading teacher</a>, <a href="https://publications.waset.org/abstracts/search?q=school" title=" school"> school</a>, <a href="https://publications.waset.org/abstracts/search?q=student" title=" student"> student</a> </p> <a href="https://publications.waset.org/abstracts/154354/differences-and-similarities-between-concepts-of-good-great-and-leading-teacher" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/abstracts/154354.pdf" target="_blank" class="btn btn-primary btn-sm">PDF</a> <span class="bg-info text-light px-1 py-1 float-right rounded"> Downloads <span class="badge badge-light">147</span> </span> </div> </div> <div class="card paper-listing mb-3 mt-3"> <h5 class="card-header" style="font-size:.9rem"><span class="badge badge-info">3898</span> Thai Student Teachers' Prior Understanding of Nature of Science (NOS)</h5> <div class="card-body"> <p class="card-text"><strong>Authors:</strong> <a href="https://publications.waset.org/abstracts/search?q=N.%20Songumpai">N. Songumpai</a>, <a href="https://publications.waset.org/abstracts/search?q=W.%20Sumranwanich"> W. Sumranwanich</a>, <a href="https://publications.waset.org/abstracts/search?q=S.%20Chatmaneerungcharoen"> S. Chatmaneerungcharoen</a> </p> <p class="card-text"><strong>Abstract:</strong></p> This research aims to study the understanding of 8 aspects of nature of science (NOS). The research participants were 39 General Science student teachers who were selected by purposive sampling. In 2015 academic year, they enrolled in the course of Science Education Learning Management. Qualitative research was used as research methodology to understand how the student teachers propose on NOS. The research instruments consisted of open-ended questionnaires and semi-structure interviews that were used to assess students’ understanding of NOS. Research data was collected by 8 items- questionnaire and was categorized into students’ understanding of NOS, which consisted of complete understanding (CU), partial understanding (PU), misunderstanding (MU) and no understanding (NU). The findings reveal the majority of students’ misunderstanding of NOS regarding the aspects of theory and law(89.7%), scientific method(61.5%) and empirical evidence(15.4%) respectively. From the interview data, the student teachers present their misconceptions of NOS that indicate about theory and law cannot change; science knowledge is gained through experiment only (step by step); science is the things that are around humans. These results suggest that for effective science teacher education, the composition of design of NOS course needs to be considered. Therefore, teachers’ understanding of NOS is necessary to integrate into professional development program/course for empowering student teachers to begin their careers as strong science teachers in schools. <p class="card-text"><strong>Keywords:</strong> <a href="https://publications.waset.org/abstracts/search?q=nature%20of%20science" title="nature of science">nature of science</a>, <a href="https://publications.waset.org/abstracts/search?q=student%20teacher" title=" student teacher"> student teacher</a>, <a href="https://publications.waset.org/abstracts/search?q=no%20understanding" title=" no understanding"> no understanding</a>, <a href="https://publications.waset.org/abstracts/search?q=misunderstanding" title=" misunderstanding"> misunderstanding</a>, <a href="https://publications.waset.org/abstracts/search?q=partial%20understanding" title=" partial understanding"> partial understanding</a>, <a href="https://publications.waset.org/abstracts/search?q=complete%20understanding" title=" complete understanding"> complete understanding</a> </p> <a href="https://publications.waset.org/abstracts/42983/thai-student-teachers-prior-understanding-of-nature-of-science-nos" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/abstracts/42983.pdf" target="_blank" class="btn btn-primary btn-sm">PDF</a> <span class="bg-info text-light px-1 py-1 float-right rounded"> Downloads <span class="badge badge-light">260</span> </span> </div> </div> <div class="card paper-listing mb-3 mt-3"> <h5 class="card-header" style="font-size:.9rem"><span class="badge badge-info">3897</span> University Arabic/Foreign Language Teacher's Competences, Professionalism and the Challenges and Opportunities</h5> <div class="card-body"> <p class="card-text"><strong>Authors:</strong> <a href="https://publications.waset.org/abstracts/search?q=Abeer%20Heider">Abeer Heider</a> </p> <p class="card-text"><strong>Abstract:</strong></p> The article considers the definitions of teacher’s competences and professionalism from different perspectives of Arab and foreign scientists. A special attention is paid to the definition, classification of the stages and components of University Arabic /foreign language teacher’s professionalism. The results of the survey are offered and recommendations are given. In this paper, only some of the problems of defining professional competence and professionalism of the university Arabic/ foreign language teacher have been mentioned. It needs much more analysis and discussion, because the quality of training today’s competitive and mobile students with a good knowledge of foreign languages depends directly on the teachers’ professional level. <p class="card-text"><strong>Keywords:</strong> <a href="https://publications.waset.org/abstracts/search?q=teacher%E2%80%99s%20professional%20competences" title="teacher’s professional competences">teacher’s professional competences</a>, <a href="https://publications.waset.org/abstracts/search?q=Arabic%2F%20foreign%20language%20teacher%E2%80%99s%20professionalism" title=" Arabic/ foreign language teacher’s professionalism"> Arabic/ foreign language teacher’s professionalism</a>, <a href="https://publications.waset.org/abstracts/search?q=teacher%20evaluation" title=" teacher evaluation"> teacher evaluation</a>, <a href="https://publications.waset.org/abstracts/search?q=teacher%20quality" title=" teacher quality"> teacher quality</a> </p> <a href="https://publications.waset.org/abstracts/41881/university-arabicforeign-language-teachers-competences-professionalism-and-the-challenges-and-opportunities" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/abstracts/41881.pdf" target="_blank" class="btn btn-primary btn-sm">PDF</a> <span class="bg-info text-light px-1 py-1 float-right rounded"> Downloads <span class="badge badge-light">454</span> </span> </div> </div> <div class="card paper-listing mb-3 mt-3"> <h5 class="card-header" style="font-size:.9rem"><span class="badge badge-info">3896</span> Implementing Teacher Students’ Coaching in Practical Periods of University Teacher Education: The Significance of Training Cultures</h5> <div class="card-body"> <p class="card-text"><strong>Authors:</strong> <a href="https://publications.waset.org/abstracts/search?q=Rahm%20Sibylle">Rahm Sibylle</a> </p> <p class="card-text"><strong>Abstract:</strong></p> The core element in most European teacher training concepts consists in practical periods where teacher students may review the chosen profession before going on to their theoretical studies. In Germany, teacher students learn in practical studies about everyday teaching and learning in schools. Teacher students appreciate opportunities to explore school practice and to feel responsible for students’ learning. In practical studies, teacher students often idealize their teacher mentors (and consequently tend to imitate their teaching style) or contrarily feel disappointed about school practice. Concepts of empowerment through practical experience in school-based academic teacher training have to be developed. Our Swiss-German research project COPRA (Coaching in practical periods; funded by the Swiss National Science Foundation (SNF) and the German Research Foundation (DFG), aims at gaining resilient results about the effectiveness of (peer) coaching in practical school periods. To explore innovative ways of accompanying novice teachers in practical periods we consider different cultures of teacher training institutions. School cultures, including teachers’ beliefs and teaching traditions involve different training cultures as starting positions for our intervention study. In our qualitative study, we describe typologies of teacher training institutions by analyzing group discussions with teacher students, mentor teachers and university lecturers concerning participation, cooperation, and relationships. In our paper, we present the design of our intervention study, our coaching concept as well as typologies of teacher training cultures. We discuss opportunities for teacher students to learn through domain-specific (peer) coaching on the background of these typologies. <p class="card-text"><strong>Keywords:</strong> <a href="https://publications.waset.org/abstracts/search?q=teacher%20training%20%28practical%20periods%29" title="teacher training (practical periods)">teacher training (practical periods)</a>, <a href="https://publications.waset.org/abstracts/search?q=teacher%20students%27%20coaching" title=" teacher students' coaching"> teacher students' coaching</a>, <a href="https://publications.waset.org/abstracts/search?q=training%20cultures%20%28typologies%29" title=" training cultures (typologies)"> training cultures (typologies)</a>, <a href="https://publications.waset.org/abstracts/search?q=COPRA%20%28coaching%20in%20practical%20periods%29" title=" COPRA (coaching in practical periods)"> COPRA (coaching in practical periods)</a> </p> <a href="https://publications.waset.org/abstracts/69867/implementing-teacher-students-coaching-in-practical-periods-of-university-teacher-education-the-significance-of-training-cultures" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/abstracts/69867.pdf" target="_blank" class="btn btn-primary btn-sm">PDF</a> <span class="bg-info text-light px-1 py-1 float-right rounded"> Downloads <span class="badge badge-light">246</span> </span> </div> </div> <div class="card paper-listing mb-3 mt-3"> <h5 class="card-header" style="font-size:.9rem"><span class="badge badge-info">3895</span> Evaluating the Effectiveness of Science Teacher Training Programme in National Colleges of Education: a Preliminary Study, Perceptions of Prospective Teachers</h5> <div class="card-body"> <p class="card-text"><strong>Authors:</strong> <a href="https://publications.waset.org/abstracts/search?q=A.%20S.%20V%20Polgampala">A. S. V Polgampala</a>, <a href="https://publications.waset.org/abstracts/search?q=F.%20Huang"> F. Huang</a> </p> <p class="card-text"><strong>Abstract:</strong></p> This is an overview of what is entailed in an evaluation and issues to be aware of when class observation is being done. This study examined the effects of evaluating teaching practice of a 7-day ‘block teaching’ session in a pre -service science teacher training program at a reputed National College of Education in Sri Lanka. Effects were assessed in three areas: evaluation of the training process, evaluation of the training impact, and evaluation of the training procedure. Data for this study were collected by class observation of 18 teachers during 9th February to 16th of 2017. Prospective teachers of science teaching, the participants of the study were evaluated based on newly introduced format by the NIE. The data collected was analyzed qualitatively using the Miles and Huberman procedure for analyzing qualitative data: data reduction, data display and conclusion drawing/verification. It was observed that the trainees showed their confidence in teaching those competencies and skills. Teacher educators’ dissatisfaction has been a great impact on evaluation process. <p class="card-text"><strong>Keywords:</strong> <a href="https://publications.waset.org/abstracts/search?q=evaluation" title="evaluation">evaluation</a>, <a href="https://publications.waset.org/abstracts/search?q=perceptions%20%26%20perspectives" title=" perceptions & perspectives"> perceptions & perspectives</a>, <a href="https://publications.waset.org/abstracts/search?q=pre-service" title=" pre-service"> pre-service</a>, <a href="https://publications.waset.org/abstracts/search?q=science%20teachering" title=" science teachering"> science teachering</a> </p> <a href="https://publications.waset.org/abstracts/70763/evaluating-the-effectiveness-of-science-teacher-training-programme-in-national-colleges-of-education-a-preliminary-study-perceptions-of-prospective-teachers" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/abstracts/70763.pdf" target="_blank" class="btn btn-primary btn-sm">PDF</a> <span class="bg-info text-light px-1 py-1 float-right rounded"> Downloads <span class="badge badge-light">315</span> </span> </div> </div> <div class="card paper-listing mb-3 mt-3"> <h5 class="card-header" style="font-size:.9rem"><span class="badge badge-info">3894</span> 21st Century Teacher Image to Stakeholders of Teacher Education Institutions in the Philippines</h5> <div class="card-body"> <p class="card-text"><strong>Authors:</strong> <a href="https://publications.waset.org/abstracts/search?q=Marilyn%20U.%20Balagtas">Marilyn U. Balagtas</a>, <a href="https://publications.waset.org/abstracts/search?q=Maria%20Ruth%20M.%20Regalado"> Maria Ruth M. Regalado</a>, <a href="https://publications.waset.org/abstracts/search?q=Carmelina%20E.%20Barrera"> Carmelina E. Barrera</a>, <a href="https://publications.waset.org/abstracts/search?q=Ramer%20V.%20Oxi%C3%B1o"> Ramer V. Oxiño</a>, <a href="https://publications.waset.org/abstracts/search?q=Rosarito%20T.%20Suatengco"> Rosarito T. Suatengco</a>, <a href="https://publications.waset.org/abstracts/search?q=Josephine%20E.%20Tondo"> Josephine E. Tondo</a> </p> <p class="card-text"><strong>Abstract:</strong></p> This study presents the perceptions of the students and teachers from kindergarten to tertiary level of the image of the 21st century teacher to provide basis in designing teacher development programs in Teacher Education Institutions (TEIs) in the Philippines. The highlights of the report are the personal, psychosocial, and professional images of the 21st century teacher in basic education and the teacher educators based on a survey done to 612 internal stakeholders of nine member institutions of the National Network of Normal Schools (3NS). Data were obtained through the use of a validated researcher-made instrument which allowed generation of both quantitative and qualitative descriptions of the teacher image. Through the use of descriptive statistics, the common images of the teacher were drawn, which were validated and enriched by the information drawn from the qualitative data. The study recommends a repertoire of teacher development programs to create the good image of the 21st century teachers for a better Philippines. <p class="card-text"><strong>Keywords:</strong> <a href="https://publications.waset.org/abstracts/search?q=teacher%20image" title="teacher image">teacher image</a>, <a href="https://publications.waset.org/abstracts/search?q=21st%20century%20teacher" title=" 21st century teacher"> 21st century teacher</a>, <a href="https://publications.waset.org/abstracts/search?q=teacher%20education" title=" teacher education"> teacher education</a>, <a href="https://publications.waset.org/abstracts/search?q=development%20program" title=" development program"> development program</a> </p> <a href="https://publications.waset.org/abstracts/8220/21st-century-teacher-image-to-stakeholders-of-teacher-education-institutions-in-the-philippines" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/abstracts/8220.pdf" target="_blank" class="btn btn-primary btn-sm">PDF</a> <span class="bg-info text-light px-1 py-1 float-right rounded"> Downloads <span class="badge badge-light">367</span> </span> </div> </div> <div class="card paper-listing mb-3 mt-3"> <h5 class="card-header" style="font-size:.9rem"><span class="badge badge-info">3893</span> Articulations of Teacher Quality Discourse through Practice Teaching</h5> <div class="card-body"> <p class="card-text"><strong>Authors:</strong> <a href="https://publications.waset.org/abstracts/search?q=Marlon%20B.%20Espedillon">Marlon B. Espedillon</a> </p> <p class="card-text"><strong>Abstract:</strong></p> This qualitative study examines practice teaching as an important component of teacher education and its entanglement with the teacher quality discourse. How the key actors -student teachers, supervising instructors, cooperating teachers, and school principals- construe teacher quality is essential in understanding how the student teachers articulate their voices and challenge the cultural myths in teacher education. The ethnographic method of research was used to provide an ecological picture of field experiences. Three cultural myths were uncovered based on the thematic analysis of the interview transcripts, observations, and documents. <p class="card-text"><strong>Keywords:</strong> <a href="https://publications.waset.org/abstracts/search?q=teacher%20quality" title="teacher quality">teacher quality</a>, <a href="https://publications.waset.org/abstracts/search?q=practice%20teaching" title=" practice teaching"> practice teaching</a>, <a href="https://publications.waset.org/abstracts/search?q=student%20teacher%20agency" title=" student teacher agency"> student teacher agency</a>, <a href="https://publications.waset.org/abstracts/search?q=cultural%20myths" title=" cultural myths"> cultural myths</a> </p> <a href="https://publications.waset.org/abstracts/156671/articulations-of-teacher-quality-discourse-through-practice-teaching" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/abstracts/156671.pdf" target="_blank" class="btn btn-primary btn-sm">PDF</a> <span class="bg-info text-light px-1 py-1 float-right rounded"> Downloads <span class="badge badge-light">98</span> </span> </div> </div> <div class="card paper-listing mb-3 mt-3"> <h5 class="card-header" style="font-size:.9rem"><span class="badge badge-info">3892</span> Science and Mathematics Instructional Strategies, Teaching Performance and Academic Achievement in Selected Secondary Schools in Upland</h5> <div class="card-body"> <p class="card-text"><strong>Authors:</strong> <a href="https://publications.waset.org/abstracts/search?q=Maria%20Belen%20C.%20Costa">Maria Belen C. Costa</a>, <a href="https://publications.waset.org/abstracts/search?q=Liza%20C.%20Costa"> Liza C. Costa</a> </p> <p class="card-text"><strong>Abstract:</strong></p> Teachers have an important influence on students’ academic achievement. Teachers play a crucial role in educational attainment because they stand in the interface of the transmission of knowledge, values, and skills in the learning process through the instructional strategies they employ in the classroom. The level of achievement of students in school depends on the degree of effectiveness of instructional strategies used by the teacher. Thus, this study was conceptualized and conducted to examine the instructional strategies preferred and used by the Science and Mathematics teachers and the impact of those strategies in their teaching performance and students’ academic achievement in Science and Mathematics. The participants of the study comprised a total enumeration of 61 teachers who were chosen through total enumeration and 610 students who were selected using two-stage random sampling technique. The descriptive correlation design was used in this study with a self-made questionnaire as the main tool in the data gathering procedure. Relationship among variables was tested and analyzed using Spearman Rank Correlation Coefficient and Wilcoxon Signed Rank statistics. The teacher participants under study mainly belonged to the age group of ‘young’ (35 years and below) and most were females having ‘very much experienced’ (16 years and above) in teaching. Teaching performance was found to be ‘very satisfactory’ while academic achievement in Science and Mathematics was found to be ‘satisfactory’. Demographic profile and teaching performance of teacher participants were found to be ‘not significant’ to their instructional strategy preferences. Results implied that age, sex, level of education and length of service of the teachers does not affect their preference on a particular instructional strategy. However, the teacher participants’ extent of use of the different instructional strategies was found to be ‘significant’ to their teaching performance. The instructional strategies being used by the teachers were found to have a direct effect on their teaching performance. Academic achievement of student participants was found to be ‘significant’ to the teacher participants’ instructional strategy preferences. The preference of the teachers on instructional strategies had a significant effect on the students’ academic performance. On the other hand, teacher participants’ extent of use of instructional strategies was showed to be ‘not significant’ to the academic achievement of students in Science and Mathematics. The instructional strategy being used by the teachers did not affect the level of performance of students in Science and Mathematics. The results of the study revealed that there was a significant difference between the teacher participants’ preference of instructional strategy and the student participants’ instructional strategy preference as well as between teacher participants’ extent of use and student participants’ perceived level of use of the different instructional strategies. Findings found a discrepancy between the teaching strategy preferences of students and strategies implemented by teachers. <p class="card-text"><strong>Keywords:</strong> <a href="https://publications.waset.org/abstracts/search?q=academic%20achievement" title="academic achievement">academic achievement</a>, <a href="https://publications.waset.org/abstracts/search?q=extent%20of%20use" title=" extent of use"> extent of use</a>, <a href="https://publications.waset.org/abstracts/search?q=instructional%20strategy" title=" instructional strategy"> instructional strategy</a>, <a href="https://publications.waset.org/abstracts/search?q=preferences" title=" preferences"> preferences</a> </p> <a href="https://publications.waset.org/abstracts/38059/science-and-mathematics-instructional-strategies-teaching-performance-and-academic-achievement-in-selected-secondary-schools-in-upland" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/abstracts/38059.pdf" target="_blank" class="btn btn-primary btn-sm">PDF</a> <span class="bg-info text-light px-1 py-1 float-right rounded"> Downloads <span class="badge badge-light">313</span> </span> </div> </div> <div class="card paper-listing mb-3 mt-3"> <h5 class="card-header" style="font-size:.9rem"><span class="badge badge-info">3891</span> Teacher’s Self-Efficacy and Self-Perception of Teaching Professional Competences </h5> <div class="card-body"> <p class="card-text"><strong>Authors:</strong> <a href="https://publications.waset.org/abstracts/search?q=V.%20Biasi">V. Biasi</a>, <a href="https://publications.waset.org/abstracts/search?q=A.%20M.%20Ciraci"> A. M. Ciraci</a>, <a href="https://publications.waset.org/abstracts/search?q=G.%20Domenici"> G. Domenici</a>, <a href="https://publications.waset.org/abstracts/search?q=N.%20Patrizi"> N. Patrizi</a> </p> <p class="card-text"><strong>Abstract:</strong></p> We present two studies centered on the teacher’s perception of self-efficacy and professional competences. The first study aims to evaluate the levels of self-efficacy as attitude in 200 teachers of primary and secondary schools. Teacher self-efficacy is related to many educational outcomes: such as teachers’ persistence, enthusiasm, commitment and instructional behavior. High level of teacher self-efficacy beliefs enhance student motivation and pupil’s learning level. On this theoretical and empirical basis we are planning a second study oriented to assess teacher self-perception of competences that are linked to teacher self-efficacy. With the CDVR Questionnaire, 287 teachers graduated in Education Sciences in e-learning mode, showed an increase in their self-perception of didactic-evaluation and relational competences and an increased confidence also in their own professionalism. <p class="card-text"><strong>Keywords:</strong> <a href="https://publications.waset.org/abstracts/search?q=teacher%20competence" title="teacher competence">teacher competence</a>, <a href="https://publications.waset.org/abstracts/search?q=teacher%20self-efficacy" title=" teacher self-efficacy"> teacher self-efficacy</a>, <a href="https://publications.waset.org/abstracts/search?q=selfperception" title=" selfperception"> selfperception</a>, <a href="https://publications.waset.org/abstracts/search?q=self-report%20evaluation" title=" self-report evaluation"> self-report evaluation</a> </p> <a href="https://publications.waset.org/abstracts/22645/teachers-self-efficacy-and-self-perception-of-teaching-professional-competences" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/abstracts/22645.pdf" target="_blank" class="btn btn-primary btn-sm">PDF</a> <span class="bg-info text-light px-1 py-1 float-right rounded"> Downloads <span class="badge badge-light">519</span> </span> </div> </div> <div class="card paper-listing mb-3 mt-3"> <h5 class="card-header" style="font-size:.9rem"><span class="badge badge-info">3890</span> Connections among Personality, Teacher-Student Relationship, Belief in a Just World for Others and Teacher Bullying</h5> <div class="card-body"> <p class="card-text"><strong>Authors:</strong> <a href="https://publications.waset.org/abstracts/search?q=Hui-Yu%20Peng">Hui-Yu Peng</a>, <a href="https://publications.waset.org/abstracts/search?q=Hsiu-I%20Hsueh"> Hsiu-I Hsueh</a>, <a href="https://publications.waset.org/abstracts/search?q=Li-Ming%20Chen"> Li-Ming Chen</a> </p> <p class="card-text"><strong>Abstract:</strong></p> Most studies focused on bullying behaviors among students, however few research concerns about teachers’ bullying behaviors against students. In order to have more understandings and reduce teacher bullying, it is important to examine what factors may affect teachers’ bullying behaviors. This study aimed to explore the connections between different psychological variables and teacher bullying. Four variables, neuroticism, extraversion, teacher-student relationship, and belief in a just world for others (BJW-others), were selected in this study. Four hundred and five elementary and secondary school teachers in Taiwan endorsed the self-reported surveys. Multiple regression method was used to analyze data. Results revealed that teachers’ BJW-others and extraversion did not have significant correlations with teacher bullying scores. However, closed teacher-student relationship and neuroticism can negatively and positively predict teachers’ bullying behaviors against students, respectively. Implications for preventing teacher bullying were discussed at the end of this study. <p class="card-text"><strong>Keywords:</strong> <a href="https://publications.waset.org/abstracts/search?q=belief%20in%20a%20just%20world%20for%20others" title="belief in a just world for others">belief in a just world for others</a>, <a href="https://publications.waset.org/abstracts/search?q=big%20five%20personality%20traits" title=" big five personality traits"> big five personality traits</a>, <a href="https://publications.waset.org/abstracts/search?q=teacher%20bullying" title=" teacher bullying"> teacher bullying</a>, <a href="https://publications.waset.org/abstracts/search?q=teacher-student%20relationship" title=" teacher-student relationship"> teacher-student relationship</a> </p> <a href="https://publications.waset.org/abstracts/100838/connections-among-personality-teacher-student-relationship-belief-in-a-just-world-for-others-and-teacher-bullying" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/abstracts/100838.pdf" target="_blank" class="btn btn-primary btn-sm">PDF</a> <span class="bg-info text-light px-1 py-1 float-right rounded"> Downloads <span class="badge badge-light">213</span> </span> </div> </div> <div class="card paper-listing mb-3 mt-3"> <h5 class="card-header" style="font-size:.9rem"><span class="badge badge-info">3889</span> Using Vocabulary Instructional Materials in Improving the Grade Four Students' Learning in Science</h5> <div class="card-body"> <p class="card-text"><strong>Authors:</strong> <a href="https://publications.waset.org/abstracts/search?q=Shirly%20May%20Balais">Shirly May Balais</a> </p> <p class="card-text"><strong>Abstract:</strong></p> This study aims to evaluate the effects of vocabulary instruction in improving the students’ learning in science. The teacher-researcher utilized the vocabulary instructional materials in enriching the science vocabulary of grade four learners. The students were also given an achievement test to determine the effects of vocabulary instructional materials. The assessment indicated that students had shown improvement in comprehension and science literacy. This also helps the students to grasp, understand, and communicate appropriate science concepts and the integration of imagery makes learning science fun. In this research, descriptive qualitative methods and observation interviews were used to describe the effects of using vocabulary instructional materials in improving the science vocabulary of grade four learners. The students’ perceptions were studied, analyzed, and interpreted qualitatively. <p class="card-text"><strong>Keywords:</strong> <a href="https://publications.waset.org/abstracts/search?q=instruction" title="instruction">instruction</a>, <a href="https://publications.waset.org/abstracts/search?q=learning" title=" learning"> learning</a>, <a href="https://publications.waset.org/abstracts/search?q=science" title=" science"> science</a>, <a href="https://publications.waset.org/abstracts/search?q=vocabulary" title=" vocabulary"> vocabulary</a> </p> <a href="https://publications.waset.org/abstracts/134803/using-vocabulary-instructional-materials-in-improving-the-grade-four-students-learning-in-science" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/abstracts/134803.pdf" target="_blank" class="btn btn-primary btn-sm">PDF</a> <span class="bg-info text-light px-1 py-1 float-right rounded"> Downloads <span class="badge badge-light">198</span> </span> </div> </div> <div class="card paper-listing mb-3 mt-3"> <h5 class="card-header" style="font-size:.9rem"><span class="badge badge-info">3888</span> Comparative Outlook of Teacher Education in Nigeria and India</h5> <div class="card-body"> <p class="card-text"><strong>Authors:</strong> <a href="https://publications.waset.org/abstracts/search?q=Muhammad%20Badamasi%20Abdullahi">Muhammad Badamasi Abdullahi</a> </p> <p class="card-text"><strong>Abstract:</strong></p> Teacher education, both pre- and in-service programs, is offered in many countries of the world by different teacher education institutions as declared in the Policies on Education of the countries. However, differences exist from one country to another as a result of some factors peculiar to them. Notwithstanding, there also exist similarities among them in regard to teacher education. This paper is expected to dig into teacher education programs in Nigeria and India so that areas of similarities and differences would be highlighted as well as provide a venue for possible recommendation of both countries to learn from one another. All this is directed towards providing a no -border approach in enhancing effective teaching and learning. <p class="card-text"><strong>Keywords:</strong> <a href="https://publications.waset.org/abstracts/search?q=teacher%20education" title="teacher education">teacher education</a>, <a href="https://publications.waset.org/abstracts/search?q=teaching%20and%20learning" title=" teaching and learning"> teaching and learning</a>, <a href="https://publications.waset.org/abstracts/search?q=pre-service" title=" pre-service"> pre-service</a>, <a href="https://publications.waset.org/abstracts/search?q=in-service" title=" in-service"> in-service</a> </p> <a href="https://publications.waset.org/abstracts/46975/comparative-outlook-of-teacher-education-in-nigeria-and-india" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/abstracts/46975.pdf" target="_blank" class="btn btn-primary btn-sm">PDF</a> <span class="bg-info text-light px-1 py-1 float-right rounded"> Downloads <span class="badge badge-light">386</span> </span> </div> </div> <div class="card paper-listing mb-3 mt-3"> <h5 class="card-header" style="font-size:.9rem"><span class="badge badge-info">3887</span> Becoming a Teacher in Kazakhstan</h5> <div class="card-body"> <p class="card-text"><strong>Authors:</strong> <a href="https://publications.waset.org/abstracts/search?q=D.%20Shamatov">D. Shamatov</a> </p> <p class="card-text"><strong>Abstract:</strong></p> Becoming a teacher is a journey with significant learning experiences. Exploring teachers’ lives and experiences can provide much-needed insights into the multiple realities of teaching. Teachers’ stories through qualitative narrative studies help understand and appreciate the complexities of the socio-political, economic and practical realities facing teachers. Events and experiences, both past and present, that take place at home, school, and in the broader social sphere help to shape these teachers’ lives and careers. Researchers and educators share the responsibility of listening to these teachers’ stories and life experiences and being sensitive to their voices in order to develop effective models for teacher development. A better understanding of how teachers learn to become teachers can help teacher educators prepare more effective teacher education programs. This paper is based on qualitative research which includes individual and focus group interviews, as well as auto-biography stories of Master of Science in School Leadership students at Graduate School of Education of Nazarbayev University. Twenty five MSc students from across Kazakhstan reflected on their professional journey and wrote their professional autobiographies as teachers. Their autobiographies capture the richness of their experiences and beliefs as a teacher, but also serve as window to understand broader socio-economic and political contexts where these teachers live and work. The study also provides an understanding of the systemic and socio-economic challenges of teachers in the context of post-Soviet Kazakhstan. It helps the reader better understand how wider societal forces interact and frame the development of teachers. The paper presents the findings from these stories of MSc students and offers some practical and policy implications for teacher preparation and teacher development. <p class="card-text"><strong>Keywords:</strong> <a href="https://publications.waset.org/abstracts/search?q=becoming%20a%20teacher" title="becoming a teacher">becoming a teacher</a>, <a href="https://publications.waset.org/abstracts/search?q=Kazakhstan" title=" Kazakhstan"> Kazakhstan</a>, <a href="https://publications.waset.org/abstracts/search?q=teacher%20stories" title=" teacher stories"> teacher stories</a>, <a href="https://publications.waset.org/abstracts/search?q=teacher%20development" title=" teacher development"> teacher development</a> </p> <a href="https://publications.waset.org/abstracts/34616/becoming-a-teacher-in-kazakhstan" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/abstracts/34616.pdf" target="_blank" class="btn btn-primary btn-sm">PDF</a> <span class="bg-info text-light px-1 py-1 float-right rounded"> Downloads <span class="badge badge-light">432</span> </span> </div> </div> <div class="card paper-listing mb-3 mt-3"> <h5 class="card-header" style="font-size:.9rem"><span class="badge badge-info">3886</span> Teacher Professionalisation and Professionalism Discourses in Teacher Unions: A Case Study of New Zealand</h5> <div class="card-body"> <p class="card-text"><strong>Authors:</strong> <a href="https://publications.waset.org/abstracts/search?q=Huidan%20Niu">Huidan Niu</a> </p> <p class="card-text"><strong>Abstract:</strong></p> Existing research has focused extensively on teachers’ professional experience in education reforms. However, there is a lack of research on the role and influence of teacher unions in education policy. This study aimed to examine how teacher unions frame teacher professionalisation and professionalism discourses. Critical education policy scholarship study was adopted. This study positioned teacher professionalisation and professionalism discourses within their socio-political contexts to explore how the meanings of teacher professionalisation and professionalism are constructed, as well as how teacher unions, as collective actors, shape these discourses. This study examined the development of professionalisation and professionalism discourses in the two main teacher unions in Aotearoa, New Zealand, the New Zealand Educational Institute, TeRiuRoa (NZEI), and the New Zealand Post-Primary Teachers’ Association, TeWehengarua (PPTA). The data were collected from documents and archival material, as well as elite interviews. Twenty-four union leaders, including national presidents, secretaries, executives, and senior union officials, participated in the study. The data analysis followed a grounded theory method: from codes to themes. The findings of the study suggest that the teacher unions, as teachers’ collective (powerful) voices, appeared to highlight tension and confrontation between the teaching profession and governments with respect to the meanings of teacher professionalisation and professionalism. <p class="card-text"><strong>Keywords:</strong> <a href="https://publications.waset.org/abstracts/search?q=critical%20education%20policy%20scholarship" title="critical education policy scholarship">critical education policy scholarship</a>, <a href="https://publications.waset.org/abstracts/search?q=governments" title=" governments"> governments</a>, <a href="https://publications.waset.org/abstracts/search?q=teacher%20professionalisation" title=" teacher professionalisation"> teacher professionalisation</a>, <a href="https://publications.waset.org/abstracts/search?q=teacher%20professionalism" title=" teacher professionalism"> teacher professionalism</a>, <a href="https://publications.waset.org/abstracts/search?q=teacher%20unions" title=" teacher unions"> teacher unions</a> </p> <a href="https://publications.waset.org/abstracts/149517/teacher-professionalisation-and-professionalism-discourses-in-teacher-unions-a-case-study-of-new-zealand" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/abstracts/149517.pdf" target="_blank" class="btn btn-primary btn-sm">PDF</a> <span class="bg-info text-light px-1 py-1 float-right rounded"> Downloads <span class="badge badge-light">129</span> </span> </div> </div> <div class="card paper-listing mb-3 mt-3"> <h5 class="card-header" style="font-size:.9rem"><span class="badge badge-info">3885</span> Secondary Science Teachers' Views about Purposes of Practical Works in School Science</h5> <div class="card-body"> <p class="card-text"><strong>Authors:</strong> <a href="https://publications.waset.org/abstracts/search?q=Kew-Cheol%20Shim">Kew-Cheol Shim</a>, <a href="https://publications.waset.org/abstracts/search?q=Sung-Hwan%20Moon"> Sung-Hwan Moon</a>, <a href="https://publications.waset.org/abstracts/search?q=Ji-Hyon%20Kil"> Ji-Hyon Kil</a>, <a href="https://publications.waset.org/abstracts/search?q=Kyoungho%20Kim"> Kyoungho Kim</a> </p> <p class="card-text"><strong>Abstract:</strong></p> The purpose of this paper was to examine views of secondary school science teachers about purposes to use practical works in school science. The instrument to survey consisted eighteen items, which were categorized into four components as follows: ‘Scientific inquiry’, ‘Scientific knowledge’, ‘Science-related attitude’, and ‘STS (science-technology-society)’. Subjects were 152 secondary school science teachers (male 70 and female 82; middle school 50 and high school 102), who are teaching in 42 schools of 8 provinces. On the survey, science teachers were asked to answer on 5-point Lickert scale (from 1 to 5) how they thought of using practical works on purposes with domains of science objectives in school. They had positive views about using practical works for improving scientific inquiry process skills, science-related attitudes, and perceptions about STS literacy, and acquiring scientific knowledge. They would have the most willingness of using practical works for ‘Scientific Inquiry’ among domains of science objectives in school. <p class="card-text"><strong>Keywords:</strong> <a href="https://publications.waset.org/abstracts/search?q=secondary%20school" title="secondary school">secondary school</a>, <a href="https://publications.waset.org/abstracts/search?q=science%20teacher" title=" science teacher"> science teacher</a>, <a href="https://publications.waset.org/abstracts/search?q=practical%20work" title=" practical work"> practical work</a>, <a href="https://publications.waset.org/abstracts/search?q=scientific%20inquiry" title=" scientific inquiry"> scientific inquiry</a>, <a href="https://publications.waset.org/abstracts/search?q=scientific%20knowledge" title=" scientific knowledge"> scientific knowledge</a>, <a href="https://publications.waset.org/abstracts/search?q=scientific%20attitude" title=" scientific attitude"> scientific attitude</a>, <a href="https://publications.waset.org/abstracts/search?q=STS" title=" STS"> STS</a> </p> <a href="https://publications.waset.org/abstracts/10717/secondary-science-teachers-views-about-purposes-of-practical-works-in-school-science" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/abstracts/10717.pdf" target="_blank" class="btn btn-primary btn-sm">PDF</a> <span class="bg-info text-light px-1 py-1 float-right rounded"> Downloads <span class="badge badge-light">490</span> </span> </div> </div> <div class="card paper-listing mb-3 mt-3"> <h5 class="card-header" style="font-size:.9rem"><span class="badge badge-info">3884</span> Teacher Candidates' Beliefs About Inclusive Teaching Practices</h5> <div class="card-body"> <p class="card-text"><strong>Authors:</strong> <a href="https://publications.waset.org/abstracts/search?q=Charlotte%20Brenner">Charlotte Brenner</a> </p> <p class="card-text"><strong>Abstract:</strong></p> Teachers’ beleifs about inclusion are foundational to their implementation of inclusive teaching practices. Utilizing a longitudinal design and multiple case study methodology, this study investigates how teacher candidates’ instructional and practicum experiences shape their beliefs about inclusion in one teacher education program located in western Canada (N=20). Interview questions were developed through the lens of self-determinaiton theory and theory about teachers’ beleifs and inclusion. Preliminary thematic ananysis indicates that a 36-hour course focused on diversity and inclusion supports teacher candiates to deepen their understandings of: the need for inclusion in classrooms and strategies to promote inclusion. Furthermore, teacher candiates identified course components that fostered their developing understandings of inclusion. Future data will examine the stability of teacher candidates’ beliefs about inclusion and their implementation of inclusive teaching strategies throughout their practicum experiences. <p class="card-text"><strong>Keywords:</strong> <a href="https://publications.waset.org/abstracts/search?q=teacher%20candidates" title="teacher candidates">teacher candidates</a>, <a href="https://publications.waset.org/abstracts/search?q=inclusion" title=" inclusion"> inclusion</a>, <a href="https://publications.waset.org/abstracts/search?q=teacher%20education%20programs" title=" teacher education programs"> teacher education programs</a>, <a href="https://publications.waset.org/abstracts/search?q=beliefs" title=" beliefs"> beliefs</a> </p> <a href="https://publications.waset.org/abstracts/168107/teacher-candidates-beliefs-about-inclusive-teaching-practices" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/abstracts/168107.pdf" target="_blank" class="btn btn-primary btn-sm">PDF</a> <span class="bg-info text-light px-1 py-1 float-right rounded"> Downloads <span class="badge badge-light">88</span> </span> </div> </div> <div class="card paper-listing mb-3 mt-3"> <h5 class="card-header" style="font-size:.9rem"><span class="badge badge-info">3883</span> To Present and Explain Effective Methods in Teaching Social Science</h5> <div class="card-body"> <p class="card-text"><strong>Authors:</strong> <a href="https://publications.waset.org/abstracts/search?q=Sulmaz%20Mozaffari">Sulmaz Mozaffari</a>, <a href="https://publications.waset.org/abstracts/search?q=Zahra%20Mozaffari"> Zahra Mozaffari</a>, <a href="https://publications.waset.org/abstracts/search?q=Saman%20Mozaffari"> Saman Mozaffari</a> </p> <p class="card-text"><strong>Abstract:</strong></p> Training is a counting and orderly process which purpose is to grow all as peals of the students to get the human knowledge and have the social norms. Also to help them grow their talents. Social science as in educational and training science at the sometime is very important for schools and universities. Unfortunately the method which is mostly used for teaching and training at present is student- teacher method and because of its ease the other methods are ignored. This research is to consider the most efficient methods in social science and analyse them. The Results show that the best methods in which the students are present during the teaching procedure. <p class="card-text"><strong>Keywords:</strong> <a href="https://publications.waset.org/abstracts/search?q=social%20science" title="social science">social science</a>, <a href="https://publications.waset.org/abstracts/search?q=methodology" title=" methodology"> methodology</a>, <a href="https://publications.waset.org/abstracts/search?q=student%20base%20methodology" title=" student base methodology"> student base methodology</a>, <a href="https://publications.waset.org/abstracts/search?q=technology" title=" technology"> technology</a> </p> <a href="https://publications.waset.org/abstracts/30978/to-present-and-explain-effective-methods-in-teaching-social-science" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/abstracts/30978.pdf" target="_blank" class="btn btn-primary btn-sm">PDF</a> <span class="bg-info text-light px-1 py-1 float-right rounded"> Downloads <span class="badge badge-light">436</span> </span> </div> </div> <div class="card paper-listing mb-3 mt-3"> <h5 class="card-header" style="font-size:.9rem"><span class="badge badge-info">3882</span> Advantages and Disadvantages of Socioscientific Issue Based Instruction in Science Classrooms: Pre-Service Science Teachers' Views</h5> <div class="card-body"> <p class="card-text"><strong>Authors:</strong> <a href="https://publications.waset.org/abstracts/search?q=Aysegul%20Evren%20Yapicioglu">Aysegul Evren Yapicioglu</a> </p> <p class="card-text"><strong>Abstract:</strong></p> The social roles and responsibilities expected from citizens are increasing due to changing global living conditions. Science education is expected to prepare conscious and sensitive students. Because today’s students are the adults of future. Precondition of this task is Teacher Education. In the past decade, one of the most important research field is socioscientific issues. This study deals with advantages and disadvantages of socioscientific issue based instruction in science classroom according to pre-service science teachers’ views. A case study approach that is one of the qualitative research design was used to explore their views. Fourteen pre-service science teachers participated to instruction process. Dolphinariums, Kyoto Protocol, genetically modified organisms, recyclable black bags’ benefits and damages, genetic tests, alternative energy sources and organ donation are examples of socioscientific issues, which were taught through activities in a special teaching course. Diaries and focus group interview were used as data collection tools. As a result of the study, the advantages of socioscientific issue based instruction in science classroom comprise of six sub-categories which are multi-skilling, social awareness development of thinking, meaningful learning, character and professional development, contribution of scientific literacy whereas disadvantages of this instruction process are challenges teachers and students, limitations of teaching and learning process in pre-service science teachers’ perspectives. Finally, this study contributes to science teachers and researchers to overcome disadvantages and benefit from the advantage of socioscientific issue based instruction in science classroom. <p class="card-text"><strong>Keywords:</strong> <a href="https://publications.waset.org/abstracts/search?q=science%20education" title="science education">science education</a>, <a href="https://publications.waset.org/abstracts/search?q=socioscientific%20issues" title=" socioscientific issues"> socioscientific issues</a>, <a href="https://publications.waset.org/abstracts/search?q=socioscientific%20issue%20based%20instruction" title=" socioscientific issue based instruction"> socioscientific issue based instruction</a>, <a href="https://publications.waset.org/abstracts/search?q=pre-service%20science%20teacher" title=" pre-service science teacher"> pre-service science teacher</a> </p> <a href="https://publications.waset.org/abstracts/73190/advantages-and-disadvantages-of-socioscientific-issue-based-instruction-in-science-classrooms-pre-service-science-teachers-views" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/abstracts/73190.pdf" target="_blank" class="btn btn-primary btn-sm">PDF</a> <span class="bg-info text-light px-1 py-1 float-right rounded"> Downloads <span class="badge badge-light">180</span> </span> </div> </div> <div class="card paper-listing mb-3 mt-3"> <h5 class="card-header" style="font-size:.9rem"><span class="badge badge-info">3881</span> A Self-Study of the Facilitation of Science Teachers’ Action Research</h5> <div class="card-body"> <p class="card-text"><strong>Authors:</strong> <a href="https://publications.waset.org/abstracts/search?q=Jawaher%20A.%20Alsultan">Jawaher A. Alsultan</a>, <a href="https://publications.waset.org/abstracts/search?q=Allen%20Feldman"> Allen Feldman</a> </p> <p class="card-text"><strong>Abstract:</strong></p> With the rapid switch to remote learning due to the COVID-19 pandemic, science teachers were suddenly required to teach their classes online. This breakneck shift to eLearning raised the question of how teacher educators could support science teachers who wanted to use reform-based methods of instruction while using virtual technologies. In this retrospective self-study, we, two science teacher educators, examined our practice as we worked with science teachers to implement inquiry, discussion, and argumentation [IDA] through eLearning. Ten high school science teachers from a large school district in the southeastern US participated virtually in the COVID-19 Community of Practice [COVID-19 CoP]. The CoP met six times from the end of April through May 2020 via Zoom. Its structure was based on a model of action research called enhanced normal practice [ENP], which includes exchanging stories, trying out ideas, and systematic inquiry. Data sources included teacher educators' meeting notes and reflective conversations, audio recordings of the CoP meetings, teachers' products, and post-interviews of the teachers. Findings included a new understanding of the role of existing relationships, shared goals, and similarities in the participants' situations, which helped build trust in the CoP, and the effects of our paying attention to the science teachers’ needs led to a well-functioning CoP. In addition, we became aware of the gaps in our knowledge of how the teachers already used apps in their practice, which they then shared with all of us about how they could be used for online teaching using IDA. We also identified the need to pay attention to feelings about tensions between the teachers and us around the expectations for final products and the project's primary goals. We found that if we are to establish relationships between us as facilitators and teachers that are honest, fair, and kind, we must express those feelings within the collective, dialogical processes that can lead to learning by all members of the CoP, whether virtual or face-to-face. <p class="card-text"><strong>Keywords:</strong> <a href="https://publications.waset.org/abstracts/search?q=community%20of%20practice" title="community of practice">community of practice</a>, <a href="https://publications.waset.org/abstracts/search?q=facilitators" title=" facilitators"> facilitators</a>, <a href="https://publications.waset.org/abstracts/search?q=self-study" title=" self-study"> self-study</a>, <a href="https://publications.waset.org/abstracts/search?q=action%20research" title=" action research"> action research</a> </p> <a href="https://publications.waset.org/abstracts/164997/a-self-study-of-the-facilitation-of-science-teachers-action-research" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/abstracts/164997.pdf" target="_blank" class="btn btn-primary btn-sm">PDF</a> <span class="bg-info text-light px-1 py-1 float-right rounded"> Downloads <span class="badge badge-light">125</span> </span> </div> </div> <div class="card paper-listing mb-3 mt-3"> <h5 class="card-header" style="font-size:.9rem"><span class="badge badge-info">3880</span> Pedagogical Content Knowledge for Nature of Science: In Search for a Meaning for the Construct</h5> <div class="card-body"> <p class="card-text"><strong>Authors:</strong> <a href="https://publications.waset.org/abstracts/search?q=Elaosi%20Vhurumuku">Elaosi Vhurumuku</a> </p> <p class="card-text"><strong>Abstract:</strong></p> During the past twenty years, there has been an increased interest by science educators in researching and developing teachers’ pedagogical content knowledge for teaching the nature of science (PCKNOS). While there has been this surge in interest in the idea of PCKNOS, there has not been a common understanding among NOS researchers as to how exactly the PCKNOS concept should be construed. In this paper, we analyse and evaluate published accredited journal articles on PCKNOS research. We also draw from our teaching experiences. The major points of foci are the researchers’ presentations of SMKNOS and their centres of attention regarding the elements of PCKNOS. Our content, cluster analysis, and evaluation of the studies on PCKNOS reveal that most researchers have presented SMKNOS in the form of a heuristic or a set of heuristics (targeted NOS ideas) to be mastered by teachers or learners. Furthermore, we found that most of the researchers’ attention has been on developing and recommending teacher pedagogical practices for teaching NOS. From this, we synthesize and propose a subject knowledge content structure and a pedagogical approach that we believe is relevant and appropriate for secondary school and science teacher education if the goal of science education for scientific literacy is to be achieved. The justification of our arguments is rooted in tracing and unpacking the origins and meaning of pedagogical content knowledge (PCK). From our analysis, synthesis, and evaluation, as well as teaching experiences, we distil and construct a meaning for the PCKNOS construct. <p class="card-text"><strong>Keywords:</strong> <a href="https://publications.waset.org/abstracts/search?q=pedagogical%20content%20knowledge" title="pedagogical content knowledge">pedagogical content knowledge</a>, <a href="https://publications.waset.org/abstracts/search?q=teaching" title=" teaching"> teaching</a>, <a href="https://publications.waset.org/abstracts/search?q=nature%20of%20science" title=" nature of science"> nature of science</a>, <a href="https://publications.waset.org/abstracts/search?q=construct" title=" construct"> construct</a>, <a href="https://publications.waset.org/abstracts/search?q=subject%20matter%20knowledge" title=" subject matter knowledge"> subject matter knowledge</a> </p> <a href="https://publications.waset.org/abstracts/172608/pedagogical-content-knowledge-for-nature-of-science-in-search-for-a-meaning-for-the-construct" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/abstracts/172608.pdf" target="_blank" class="btn btn-primary btn-sm">PDF</a> <span class="bg-info text-light px-1 py-1 float-right rounded"> Downloads <span class="badge badge-light">97</span> </span> </div> </div> <div class="card paper-listing mb-3 mt-3"> <h5 class="card-header" style="font-size:.9rem"><span class="badge badge-info">3879</span> The Perceived Role of the Cooperating Teacher: Differing Perspectives on Enactment</h5> <div class="card-body"> <p class="card-text"><strong>Authors:</strong> <a href="https://publications.waset.org/abstracts/search?q=Mary%20Isobelle%20Mullaney">Mary Isobelle Mullaney</a> </p> <p class="card-text"><strong>Abstract:</strong></p> The purpose of this research was to explore the attitudes of student Art and Design teachers (n=79) and their cooperating teachers in the Republic of Ireland (n=83) as to their interpretation of the role in teacher education. The role is outlined in terms of how the Teaching Council defines the role and then how the students and teachers see it being fulfilled. While overall teachers rated themselves as fulfilling the role expected of them, the interpretation varied greatly, with considerable deficits reported regarding guidance given in planning, observation of the student teacher, and feedback given. Overall, students saw teachers as fulfilling their role effectively, though there was considerable variation reported in experiences. A focus group was conducted in order to arrive at a more comprehensive understanding of the underlying factors influencing these discrepancies. <p class="card-text"><strong>Keywords:</strong> <a href="https://publications.waset.org/abstracts/search?q=Irish%20post%20primary%20teaching" title="Irish post primary teaching">Irish post primary teaching</a>, <a href="https://publications.waset.org/abstracts/search?q=cooperating%20teacher" title=" cooperating teacher"> cooperating teacher</a>, <a href="https://publications.waset.org/abstracts/search?q=student%20teacher" title=" student teacher"> student teacher</a>, <a href="https://publications.waset.org/abstracts/search?q=teacher%20education" title=" teacher education"> teacher education</a> </p> <a href="https://publications.waset.org/abstracts/183466/the-perceived-role-of-the-cooperating-teacher-differing-perspectives-on-enactment" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/abstracts/183466.pdf" target="_blank" class="btn btn-primary btn-sm">PDF</a> <span class="bg-info text-light px-1 py-1 float-right rounded"> Downloads <span class="badge badge-light">60</span> </span> </div> </div> <div class="card paper-listing mb-3 mt-3"> <h5 class="card-header" style="font-size:.9rem"><span class="badge badge-info">3878</span> Teacher Professional Development –Current Practices in a Secondary School in Brunei Darussalam </h5> <div class="card-body"> <p class="card-text"><strong>Authors:</strong> <a href="https://publications.waset.org/abstracts/search?q=Shanthi%20Thomas">Shanthi Thomas</a> </p> <p class="card-text"><strong>Abstract:</strong></p> This research paper presents the current practices of teacher professional development, perceived as beneficial by teachers themselves, in a private secondary school in Brunei Darussalam. This is part of the findings of a larger qualitative study on teacher empowerment, using ethnographic methods for data collection, i.e. participant observation, interviews and document analysis. The field work was carried out over a period of six months in 2013. An analysis of the field data revealed multiple pathways of teacher professional development existing in the school. The results indicate that school leaders, the teacher community in the school, students, and the teachers themselves were the agents in a school that facilitated teacher empowerment. Besides contributing to the knowledge base on teacher professional development, the results of this study provides directions for educational policy makers in their efforts to enhance professional development in secondary schools of similar characteristics. For school leaders and the teacher community, these findings offer guidelines for maximizing the opportunities for these professional development practices, by strengthening collegiality and by using the existing structures optimally for the benefit of all concerned. <p class="card-text"><strong>Keywords:</strong> <a href="https://publications.waset.org/abstracts/search?q=colleagues%20and%20the%20wider%20teacher%20community" title="colleagues and the wider teacher community">colleagues and the wider teacher community</a>, <a href="https://publications.waset.org/abstracts/search?q=school%20leaders" title=" school leaders"> school leaders</a>, <a href="https://publications.waset.org/abstracts/search?q=self-driven%20professional%20development" title=" self-driven professional development"> self-driven professional development</a>, <a href="https://publications.waset.org/abstracts/search?q=teacher%20professional%20development" title=" teacher professional development"> teacher professional development</a> </p> <a href="https://publications.waset.org/abstracts/27879/teacher-professional-development-current-practices-in-a-secondary-school-in-brunei-darussalam" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/abstracts/27879.pdf" target="_blank" class="btn btn-primary btn-sm">PDF</a> <span class="bg-info text-light px-1 py-1 float-right rounded"> Downloads <span class="badge badge-light">413</span> </span> </div> </div> <div class="card paper-listing mb-3 mt-3"> <h5 class="card-header" style="font-size:.9rem"><span class="badge badge-info">3877</span> E-Learning in Primary Science: Teachers versus Students</h5> <div class="card-body"> <p class="card-text"><strong>Authors:</strong> <a href="https://publications.waset.org/abstracts/search?q=Winnie%20Wing%20Mui%20So">Winnie Wing Mui So</a>, <a href="https://publications.waset.org/abstracts/search?q=Yu%20Chen"> Yu Chen</a> </p> <p class="card-text"><strong>Abstract:</strong></p> This study investigated primary school teachers’ and students’ perceptions of science learning in an e-learning environment. This study used a multiple case study design and involved eight science teachers and their students from four Hong Kong primary schools. The science topics taught included ‘season and weather’ ‘force and movement’, ‘solar and lunar eclipse’ and ‘living things and habitats’. Data were collected through lesson observations, interviews with teachers, and interviews with students. Results revealed some differences between the teachers’ and the students’ perceptions regarding the usefulness of e-learning resources, the organization of student-centred activities, and the impact on engagement and interactions in lessons. The findings have implications for the more effective creation of e-learning environments for science teaching and learning in primary schools. <p class="card-text"><strong>Keywords:</strong> <a href="https://publications.waset.org/abstracts/search?q=e-learning" title="e-learning">e-learning</a>, <a href="https://publications.waset.org/abstracts/search?q=science%20education" title=" science education"> science education</a>, <a href="https://publications.waset.org/abstracts/search?q=teacher%27%20and%20students%27%20perceptions" title=" teacher' and students' perceptions"> teacher' and students' perceptions</a>, <a href="https://publications.waset.org/abstracts/search?q=primary%20schools" title=" primary schools"> primary schools</a> </p> <a href="https://publications.waset.org/abstracts/87105/e-learning-in-primary-science-teachers-versus-students" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/abstracts/87105.pdf" target="_blank" class="btn btn-primary btn-sm">PDF</a> <span class="bg-info text-light px-1 py-1 float-right rounded"> Downloads <span class="badge badge-light">201</span> </span> </div> </div> <ul class="pagination"> <li class="page-item disabled"><span class="page-link">&lsaquo;</span></li> <li class="page-item active"><span class="page-link">1</span></li> <li class="page-item"><a class="page-link" href="https://publications.waset.org/abstracts/search?q=science%20teacher&page=2">2</a></li> <li class="page-item"><a class="page-link" href="https://publications.waset.org/abstracts/search?q=science%20teacher&page=3">3</a></li> <li class="page-item"><a class="page-link" href="https://publications.waset.org/abstracts/search?q=science%20teacher&page=4">4</a></li> <li class="page-item"><a class="page-link" href="https://publications.waset.org/abstracts/search?q=science%20teacher&page=5">5</a></li> <li class="page-item"><a class="page-link" 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