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Article: Tracking pre-service teachers' changing conceptions of good science teaching: The role of progressive reflection with the same video

TitleTracking pre-service teachers' changing conceptions of good science teaching: The role of progressive reflection with the same video
Authors
KeywordsConception of teaching
Pre-service teachers
Reflection
Video
Issue Date2007
PublisherSpringer Verlag Dordrecht. The Journal's web site is located at http://springerlink.metapress.com/openurl.asp?genre=journal&issn=0157-244x
Citation
Research In Science Education, 2007, v. 37 n. 3, p. 239-259 How to Cite?
AbstractA CD-ROM consisting of videos of two lessons by different teachers demonstrating exemplary science teaching was used to elicit, develop and track the changing conceptions of good science teaching of student teachers enrolled for the one-year Postgraduate Diploma in Education (PGDE) at several stages during the programme. It was found that the videos acted as an effective probe to elicit student teachers' conceptions and had significant impact on those conceptions at different stages of the programme through the provision of teacher models demonstrating exemplary teaching. The experience has extended novice teachers' awareness of alternative teaching methods and approaches not experienced in their own schooling, broadened their awareness of different classroom situations, provided proof of existence of good practices and prompted them to reflect on their current conceptions of good science teaching. Most importantly, the strategy of asking student teachers to watch the same videos on three separate occasions at different times of the course was recognized by them as a crucial element in facilitating their reflection on their changing conceptions of good science teaching. © Springer Science+Business Media, Inc. 2006.
Persistent Identifierhttp://hdl.handle.net/10722/141766
ISSN
2015 Impact Factor: 0.895
2015 SCImago Journal Rankings: 0.932
ISI Accession Number ID
References

 

DC FieldValueLanguage
dc.contributor.authorYung, BHWen_HK
dc.contributor.authorWong, SLen_HK
dc.contributor.authorCheng, MWen_HK
dc.contributor.authorHui, CSen_HK
dc.contributor.authorHodson, Den_HK
dc.date.accessioned2011-09-27T03:00:29Z-
dc.date.available2011-09-27T03:00:29Z-
dc.date.issued2007en_HK
dc.identifier.citationResearch In Science Education, 2007, v. 37 n. 3, p. 239-259en_HK
dc.identifier.issn0157-244Xen_HK
dc.identifier.urihttp://hdl.handle.net/10722/141766-
dc.description.abstractA CD-ROM consisting of videos of two lessons by different teachers demonstrating exemplary science teaching was used to elicit, develop and track the changing conceptions of good science teaching of student teachers enrolled for the one-year Postgraduate Diploma in Education (PGDE) at several stages during the programme. It was found that the videos acted as an effective probe to elicit student teachers' conceptions and had significant impact on those conceptions at different stages of the programme through the provision of teacher models demonstrating exemplary teaching. The experience has extended novice teachers' awareness of alternative teaching methods and approaches not experienced in their own schooling, broadened their awareness of different classroom situations, provided proof of existence of good practices and prompted them to reflect on their current conceptions of good science teaching. Most importantly, the strategy of asking student teachers to watch the same videos on three separate occasions at different times of the course was recognized by them as a crucial element in facilitating their reflection on their changing conceptions of good science teaching. © Springer Science+Business Media, Inc. 2006.en_HK
dc.languageengen_US
dc.publisherSpringer Verlag Dordrecht. The Journal's web site is located at http://springerlink.metapress.com/openurl.asp?genre=journal&issn=0157-244xen_HK
dc.relation.ispartofResearch in Science Educationen_HK
dc.subjectConception of teachingen_HK
dc.subjectPre-service teachersen_HK
dc.subjectReflectionen_HK
dc.subjectVideoen_HK
dc.titleTracking pre-service teachers' changing conceptions of good science teaching: The role of progressive reflection with the same videoen_HK
dc.typeArticleen_HK
dc.identifier.emailYung, BHW: hwyung@hkucc.hku.hken_HK
dc.identifier.emailWong, SL: aslwong@hkucc.hku.hken_HK
dc.identifier.emailCheng, MW: mwcheng@hkucc.hku.hken_HK
dc.identifier.authorityYung, BHW=rp00985en_HK
dc.identifier.authorityWong, SL=rp00972en_HK
dc.identifier.authorityCheng, MW=rp01547en_HK
dc.description.naturelink_to_subscribed_fulltexten_US
dc.identifier.doi10.1007/s11165-006-9024-7en_HK
dc.identifier.scopuseid_2-s2.0-34250012861en_HK
dc.identifier.hkuros131554-
dc.relation.referenceshttp://www.scopus.com/mlt/select.url?eid=2-s2.0-34250012861&selection=ref&src=s&origin=recordpageen_HK
dc.identifier.volume37en_HK
dc.identifier.issue3en_HK
dc.identifier.spage239en_HK
dc.identifier.epage259en_HK
dc.identifier.isiWOS:000247457700001-
dc.publisher.placeNetherlandsen_HK
dc.identifier.scopusauthoridYung, BHW=8293186400en_HK
dc.identifier.scopusauthoridWong, SL=55253498200en_HK
dc.identifier.scopusauthoridCheng, MW=11940848400en_HK
dc.identifier.scopusauthoridHui, CS=7202876912en_HK
dc.identifier.scopusauthoridHodson, D=7005808343en_HK
dc.identifier.citeulike1469094-

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