The Impact of Supply and Demand on Doctorates in Physical Education Teacher Education: The Future of the Profession

ERIC Educational Resources Information Center

Boyce, Barbara Ann; Lund, Jackie; O'Neil, Kason

2016-01-01

Quality preparation of doctoral students is a key to the survival of physical education teacher education. Past research has revealed a shortage of students graduating with a doctoral degree in physical education and a general reluctance of teachers to leave their jobs to pursue an advanced degree. As the number of universities preparing new…

Physics Teacher Preparation's Role in the Transformation of a Physics Department

NASA Astrophysics Data System (ADS)

Kramer, Laird

2011-04-01

Physics teacher preparation programs offer one vehicle of creating sustained educational transformation within a physics department. Strategic implementations pave the way for developing more and better prepared physics teachers while providing a cohort of trained peer instructors to drive reform in the physics course sequence. We present the design and results of the new physics teacher preparation programs implemented at Florida International University (FIU). FIU implemented University of Colorado's Learning Assistant (LA) program in 2008, through the support of a PhysTEC Primary Partner Institute Grant. The LA program is an experiential teaching program for undergraduates that recruits and prepares future teachers while driving reform in the department, as LAs must experience research-validated curricula in order to make informed decisions about teaching in their future. FIU's Physics LA program now employs over 40 LAs, impacts over 2,000 introductory physics students per year, and is now fully sustained by university funding. The LA program's success has prompted a spread to chemistry, earth science, mathematics, and biology and serves as the foundation in the university's strategic vision. The impact is most compelling as FIU is a minority-serving urban public research institution in Miami, Florida serving over 42,000 students, of which 64% are Hispanic, 13% are Black, and 56% are women.

Killer Jobs: The Dark Side of Being a Physical Education Teacher

ERIC Educational Resources Information Center

Finn, Dale; Ammon, Robin; Mahoney, Kimberly; Fried, Gil; Al Arkoubi, Khadija

2015-01-01

The profession of teaching physical education (PE) involves a variety of risks. Most PE teachers or future teachers are aware of the risks associated with their students becoming injured. Sport law classes often discuss negligence, risk management, proper supervision, suitable equipment, appropriate instruction, proper matching of opponents, etc.…

Reading and Writing for Preservice Teachers: Making Meaningful Connections

ERIC Educational Resources Information Center

Martinez-Alba, Gilda

2015-01-01

In many states, preservice physical education teachers are required to take reading courses to obtain their teaching certificate. However, many future physical educators are not enthusiastic about this requirement. In fact, many candidly state, "I don't like reading" and "I am not becoming a PE teacher so I can teach reading."…

Teachers' Continuing Professional Development in Primary Physical Education: Lessons from Present and Past to Inform the Future

ERIC Educational Resources Information Center

Armour, Kathleen M.; Duncombe, Rebecca

2004-01-01

There is a growing recognition that teachers' learning, and effective policies and structures to support it, should be at the heart of government polices to improve standards in education (Day, 1999). In England, the continuing professional development (CPD) landscape for teachers is changing; and professional development in physical education…

Teacher-Coach Role Conflict in School-Based Physical Education in USA: A Literature Review and Suggestions for the Future

ERIC Educational Resources Information Center

Konukman, Ferman; Agbuga, Bulent; Erdogan, Samil; Zorba, Erdal; Demirhan, Giyasettin; Yilmaz, Ilker

2010-01-01

Teaching and coaching are two different occupational roles, and teachers who also coach have stressful work environments common to all educational settings, but each occupational role has specific stress and burnout problems. The responsibilities of physical education (PE) teachers and coaches are distinguishable from one another. These different…

Preparing future teachers to anticipate student difficulties in physics in a graduate-level course in physics, pedagogy, and education research

NASA Astrophysics Data System (ADS)

Thompson, John R.; Christensen, Warren M.; Wittmann, Michael C.

2011-06-01

We describe courses designed to help future teachers reflect on and discuss both physics content and student knowledge thereof. We use three kinds of activities: reading and discussing the literature, experiencing research-based curricular materials, and learning to use the basic research methods of physics education research. We present a general overview of the two courses we have designed as well as a framework for assessing student performance on physics content knowledge and one aspect of pedagogical content knowledge—knowledge of student ideas—about one particular content area: electric circuits. We find that the quality of future teachers’ responses, especially on questions dealing with knowledge of student ideas, can be successfully categorized and may be higher for those with a nonphysics background than those with a physics background.

The Role of Preschool Relational and Physical Aggression in the Transition to Kindergarten: Links with Social-Psychological Adjustment

PubMed Central

Gower, Amy L.; Lingras, Katherine A.; Mathieson, Lindsay C.; Kawabata, Yoshito; Crick, Nicki R.

2014-01-01

Research Findings The transition to kindergarten has important ramifications for future achievement and psychosocial outcomes. Research suggests that physical aggression may be related to difficulty during school transitions, yet no studies to date have examined the role of relational aggression in these transitions. This paper examined how engagement in preschool physical and relational aggression predicted psychosocial adjustment during the kindergarten school year. Observations and teacher reports of aggression were collected in preschool, and kindergarten teachers reported on student-teacher relationship quality, child internalizing problems, and peer acceptance in kindergarten. Results suggested that preschool physical aggression predicted reduced peer acceptance and increased conflict with the kindergarten teacher. High levels of relational aggression, when not combined with physical aggression, were related to more positive transitions to kindergarten in the domains assessed. Practice or Policy These data lend support to the need for interventions among physically aggressive preschoolers to target not only concurrent behavior but also future aggression and adjustment in kindergarten. Thus, educators should work to encourage social influence in more prosocial ways amongst aggressive preschoolers. PMID:26146468

Drawings and Ideas of Physics Teacher Candidates Relating to the Superposition Principle on a Continuous Rope

ERIC Educational Resources Information Center

Sengoren, Serap Kaya; Tanel, Rabia; Kavcar, Nevzat

2006-01-01

The superposition principle is used to explain many phenomena in physics. Incomplete knowledge about this topic at a basic level leads to physics students having problems in the future. As long as prospective physics teachers have difficulties in the subject, it is inevitable that high school students will have the same difficulties. The aim of…

Unraveling Gender Bias from Student Evaluations of their High School Physics Teachers

NASA Astrophysics Data System (ADS)

Hazari, Zahra; Potvin, Geoff; Tai, Robert; Sadler, Philip

2009-05-01

In this talk, the evaluation of high school physics, chemistry, and biology teachers by their students is examined according to the gender of the student and the gender of the teacher. Female teachers are rated significantly lower than male teachers by male students in all three disciplines, while female students under-rate female teachers only in physics. Interestingly, physics is also the field that suffers the greatest lack of females and has been criticized most for its androcentric culture. The gender bias in teacher ratings persists even after accounting for academic performance, classroom experiences, and family support. Further, male and female teachers in each discipline appear equally effective at preparing their students for future science study in college, suggesting that students have a discipline-specific gender bias. Such a bias may negatively impact female students and contribute to the loss of females in STEM fields.

Expert Perspectives on the Future of Physical Education in Higher Education

ERIC Educational Resources Information Center

Lorusso, Jenna R.; Richards, K. Andrew R.

2018-01-01

Despite physical education teacher education/physical education sport pedagogy's (PETE/PESP's) significant strides in the past century, there are concerns about its future. Grounded in participatory research, and through an interview-Delphi method, this study purposefully sampled five male PETE/PESP scholars' expert critiques of current threats,…

Targeted Courses in Inquiry Science for Future Elementary School Teachers

ERIC Educational Resources Information Center

Steinberg, Richard; Wyner, Yael; Borman, Greg; Salame, Issa I.

2015-01-01

This study reports on targeted science courses for undergraduate childhood education majors. We describe an inquiry-oriented, three-course sequence spanning physical, life, and environmental science. All three courses are hands-on and are designed to reflect the content and pedagogy most important to future elementary school teachers.

Formation of readiness for future physics teachers by using interactive learning tools

NASA Astrophysics Data System (ADS)

Kulikova, N. U.; Danilchuk, E. V.; Zhidkova, A. V.

2017-01-01

In this article we give the reviewing of approaches to the preparedness of future physics teachers for the usage of interactive means of education as an important part of their professional activity. We discuss the key concepts such as interactivity, an interactive dialogue, and interactive means of education. The conception of interactive means of education as a tool of teachers' professional activity, which provides a way for the students to intensify their learning in class by using interactive tools and electronic educational resources, is validated. Furthermore, it is proved that interactive means of education allow the students to intensify their learning in the course of an interactive dialogue by means of organization different types of feedback in electronic educational resources (the program behavior depending on a user actions in the form of comments, prompts, elements of arrangement of objects, etc, the control and correction of students' actions by the program, providing with recommendations for further learning, carrying out constant access to reference information, etc), involving in different types of educational activity (modeling, investigation, etc), self-selection of time, speed, content of learning, complexity and priority of the usage of educational information on the screen, etc. By training students - future teachers of physics authors consider technological aspects, methodical features and examples of creation of these resources for physics lesson.

The Peculiarities of Physical Education Teachers' Professional Training: Foreign Experience

ERIC Educational Resources Information Center

Soltyk, Oleksandr

2017-01-01

The article deals with professional training of future teachers of physical education within the context of leading countries, namely the USA, Great Britain, China, Germany, France. The aforementioned countries are not just leaders in economical development; they are also leaders in sports. The analysis of literature resources allowed revealing a…

A physics department's role in preparing physics teachers: The Colorado learning assistant model

NASA Astrophysics Data System (ADS)

Otero, Valerie; Pollock, Steven; Finkelstein, Noah

2010-11-01

In response to substantial evidence that many U.S. students are inadequately prepared in science and mathematics, we have developed an effective and adaptable model that improves the education of all students in introductory physics and increases the numbers of talented physics majors becoming certified to teach physics. We report on the Colorado Learning Assistant model and discuss its effectiveness at a large research university. Since its inception in 2003, we have increased the pool of well-qualified K-12 physics teachers by a factor of approximately three, engaged scientists significantly in the recruiting and preparation of future teachers, and improved the introductory physics sequence so that students' learning gains are typically double the traditional average.

In Search of Solutions to the Obesity Epidemic: K-12 Physical Education Teachers' Ratings of Their Knowledge, Skills, Preparation, Attitudes, Barriers, and Efforts to Address the Obesity Epidemic

ERIC Educational Resources Information Center

Lynch, Kristie

2013-01-01

The New York State Physical Education Learning Standards for K-12 students were transformed into a survey administered to a sample of teachers of physical education (N = 261), ascertaining their ratings of their knowledge, ability/skill, education/training, and attitudes on the importance of future professionals receiving training to teach…

Teacher literacy expectations for kindergarten children with cerebral palsy in special education.

PubMed

Peeters, Marieke; Verhoeven, Ludo; de Moor, Jan

2009-09-01

Teacher expectations are important for the literacy development of children. The goal of this study was to investigate to what extent teacher expectations for future literacy success at the end of elementary school differed for children with cerebral palsy (CP) as compared with peers without disabilities in kindergarten. In addition, we investigated to what extent teacher literacy expectations of children with CP were related to additional impairments such as speech, intellectual and physical impairments, and to the current level of emergent literacy skills. Forty-nine teachers of children with CP and 71 teachers of non-disabled children responded to the questionnaire. The results showed that teacher expectations for future reading and writing success of children with CP were lower (all P values are <0.001) but also of a different nature, as eight teachers had no idea what to expect for the future reading development, and 12 teachers did not know what to expect for the future writing development of the child with CP. Multiple regression analysis showed that teacher reading expectations could best be predicted by both intelligence and emergent literacy skills (P<0.001), whereas teacher writing skills could best be predicted by intelligence (P<0.001).

The Challenges of Designing and Implementing Effective Professional Development for Out-of-Field High School Physics Teachers

NASA Astrophysics Data System (ADS)

Escalada, Lawrence T.; Moeller, Julia K.

2006-02-01

With the existing shortage of qualified high school physics teachers and the current mandate of the No Child Left Behind Act requiring teachers to be "highly qualified" in all subjects they teach, university physics departments must offer content courses and programs that would allow out-of-field high school physics teachers to meet this requirement. This paper will identify how the University of Northern Iowa Physics Department is attempting to address the needs of the high school physics teacher through its course offerings and professional development programs for teachers. The effectiveness of one such physics professional development program, the UNI Physics Institute (UNI-PI), on secondary science teachers' and their students' conceptual understanding of Newtonian mechanics, and the teachers' instructional practices was investigated. Twenty-one Iowa out-of-field high school physics teachers participating in the program were able to complete the physics coursework required to obtain the State of Iowa 7-12 Grade Physics Teaching endorsement. Twelve of the participants completed a two-year program during the 2002 and 2003 summers. Background information, pre- and post-test physics conceptual assessments and other data was collected from participants throughout the Institute. Participants collected pre and post-test conceptual assessment data from their students during the 2002-2003 and 2003-2004 academic years. This comprehensive assessment data revealed the Institute's influence on participants' and students' conceptual understanding of Newtonian Mechanics. The results of this investigation, the insights we have gained, and possible future directions for professional development will be shared.

Practical Applications for Using Peer Assessment in Physical Education Teacher Education Field Experiences

ERIC Educational Resources Information Center

Patton, Beth J.; Marty-Snyder, Melissa

2014-01-01

Peer assessment (PA) occurs in many higher education programs. However, there is limited research examining PA in physical education teacher education (PETE) in regards to student teaching experiences. PA may be a method to better prepare PETE students to assess their future students. The field experience students assessed their fellow peers on…

The role of physics departments in the recruitment, preparation and support of pre-college teachers of physics

NASA Astrophysics Data System (ADS)

Seeley, Lane

2008-05-01

The United States faces a critical shortage of qualified physics and physical science teachers. The number of high school students taking physics is increasing but the number of physics majors pursuing careers in pre-college teaching is not nearly sufficient to meet the demand. College and university physics departments have content expertise and ready access to potential future teachers of physics. In order to address the crisis in physics and physical science education, APS, AAPT, and AIP have developed the PhysTEC project. Seattle Pacific University is one of six fully funded PhysTEC sites. The PhysTEC project also supports a coalition of more than one hundred institutions that are committed to improving K-12 physics and physical science education. This talk will describe the national PhysTEC project along with our local PhysTEC program. We will explore ways in which physics departments can more fully integrate the preparation of pre-college physics teachers within existing departmental priorities. We will discuss opportunities for regional partnerships between 2-year and 4-year colleges, school districts, and teacher preparation programs. We will also highlight ways in which our research on the learning and teaching of physics informs the development of tools that teachers and teacher educators can use to diagnose student ideas and to design subsequent instruction that capitalizes on these ideas. In collaboration with Stamatis Vokos, Seattle Pacific University and Pam Kraus, Facet Innovations LLC.

Courses in Modern Physics for Non-science Majors, Future Science Teachers, and Biology Students

NASA Astrophysics Data System (ADS)

Zollman, Dean

2001-03-01

For the past 15 years Kansas State University has offered a course in modern physics for students who are not majoring in physics. This course carries a prerequisite of one physics course so that the students have a basic introduction in classical topics. The majors of students range from liberal arts to engineering. Future secondary science teachers whose first area of teaching is not physics can use the course as part of their study of science. The course has evolved from a lecture format to one which is highly interactive and uses a combination of hands-on activities, tutorials and visualizations, particularly the Visual Quantum Mechanics materials. Another course encourages biology students to continue their physics learning beyond the introductory course. Modern Miracle Medical Machines introduces the basic physics which underlie diagnosis techniques such as MRI and PET and laser surgical techniques. Additional information is available at http://www.phys.ksu.edu/perg/

Towards a high quality high school workforce: A longitudinal, demographic analysis of U.S. public school physics teachers

NASA Astrophysics Data System (ADS)

Rushton, Gregory T.; Rosengrant, David; Dewar, Andrew; Shah, Lisa; Ray, Herman E.; Sheppard, Keith; Watanabe, Lynn

2017-12-01

Efforts to improve the number and quality of the high school physics teaching workforce have taken several forms, including those sponsored by professional organizations. Using a series of large-scale teacher demographic data sets from the National Center for Education Statistics (NCES), this study sought to investigate trends in teacher quality at the national level in the two and a half decades between 1987 and 2012. Specifically, we investigated (i) details about the degree backgrounds, main teaching assignments, and experience levels of those assigned to teach physics; (ii) whether the proportion of those with certifications in physics as a fraction of the entire physics teaching workforce had changed; and (iii) if workforce diversity (with respect to race and gender) had changed over time. Our data indicate that trends in these domains have generally been positive, but still fall short of having a highly qualified physics teacher in each classroom. Additionally, the population of physics teachers has more novices and fewer veterans than it did 10 years ago, although veteran physics teachers are not as rare as those in other branches of high school STEM fields. We also analyzed trends in physics teacher race and gender diversity and found them to lag behind other STEM and non-STEM teacher communities. High school physics is still mostly taught by white males with backgrounds from outside of physics. Implications for future policy decisions at the local and national levels are discussed, including attending to the specific needs of degree-holding and non-degree-holding physics teachers separately and localizing teacher recruitment and preparation efforts in regional centers.

Assessing Pre-Service Physics Teachers’ Energy Literacy: An Application of Rasch measurement

NASA Astrophysics Data System (ADS)

Yusup, M.; Setiawan, A.; Rustaman, N. Y.; Kaniawati, I.

2017-09-01

This paper aims to present a summary of pre-service physics teachers’ responses on energy literacy assessment. A total of 123 pre-service physics teacher in first through third year of education participated. Data were analyzed using Rasch modeling. Research findings indicate that pre-service physics teachers show their low self-system toward energy conservation. They were also still lack of metacognitive and cognitive competencies. These finding provide information for the future development of curriculum, teaching and learning that can improve pre-service physics teachers’ energy literacy.

Best Practices and Barriers to Obesity Prevention in Head Start: Differences Between Director and Teacher Perceptions.

PubMed

Byrd-Williams, Courtney; Dooley, Erin E; Sharma, Shreela V; Chuang, Ru-Jye; Butte, Nancy; Hoelscher, Deanna M

2017-12-21

Practices and barriers to promoting healthy eating and physical activity at Head Start centers may influence children's energy balance behaviors. We examined differences between directors' and teachers' perspectives on best practices and barriers to promoting healthy eating and physical activity in Head Start centers. We conducted a cross-sectional study of directors (n = 23) and teachers (n = 113) at 23 Head Start centers participating in the baseline assessment of the Texas Childhood Obesity Research Demonstration study. Participants completed surveys about practices and barriers to promoting healthy eating and physical activity. Multilevel regression models examined differences between director and teacher responses. More than half of directors and teachers reported meeting most best practices related to nutrition and physical activity; few directors or teachers (<25%) reported conducting physical activity for more than 60 minutes a day, and less than 40% of teachers helped children attend to satiety cues. Significantly more directors than teachers reported meeting 2 nutrition-related best practices: "Teachers rarely eat less healthy foods (especially sweets, salty snacks, and sugary drinks) in front of children" and "Teachers talk to children about trying/enjoying new foods" (P < .05). No barrier to healthy eating or physical activity was reported by more than 25% of directors or teachers. Significantly more teachers than directors reported barriers to healthy eating, citing lack of food service staff support, limited time, and insufficient funds (P < .05). More barriers to healthy eating were reported than were barriers to physical activity indicating that more support may be needed for healthy eating. Differences between responses of directors and teachers may have implications for future assessments of implementation of best practices and barriers to implementation related to nutrition and physical activity in early care and education centers.

Teaching Future K-8 Teachers the Language of Newton: A Case Study of Collaboration and Change in University Physics Teaching

ERIC Educational Resources Information Center

Briscoe, Carol; Prayaga, Chandra S.

2004-01-01

This interpretive case study describes a collaborative project involving a physics professor and a science educator. We report what was learned about factors that influenced the professor's development of teaching strategies, alternative to lecture, that were intended to promote prospective teachers' meaningful learning and their use of canonical…

The Influence of Experience on Pre-service Teachers' Perceptions of Good and Bad Aspects of a Lesson

ERIC Educational Resources Information Center

Mitchell, Murray; Doolittle, Sarah; Schwager, Susan

2005-01-01

Experiences in sport and physical activity prior to formal teacher preparation are thought to be influential on perceptions of aspiring teachers. Various types of sport and teaching experiences of future teachers have not, however, been linked to specific beliefs and perceptions of teaching effectiveness. The purpose of this study was to examine…

The B Ed Physics Degree at London University

ERIC Educational Resources Information Center

Davies, R. O.; And Others

1973-01-01

Discusses the development of a syllabus and a study guide necessary for adequate preparation of high school physics teachers. Indicates that the unified nature of physical science will predominate over separate physics or chemistry courses on the school level in the future. (CC)

Summer Institute for Physical Science Teachers

NASA Astrophysics Data System (ADS)

Maheswaranathan, Ponn; Calloway, Cliff

2007-04-01

A summer institute for physical science teachers was conducted at Winthrop University, June 19-29, 2006. Ninth grade physical science teachers at schools within a 50-mile radius from Winthrop were targeted. We developed a graduate level physics professional development course covering selected topics from both the physics and chemistry content areas of the South Carolina Science Standards. Delivery of the material included traditional lectures and the following new approaches in science teaching: hands-on experiments, group activities, computer based data collection, computer modeling, with group discussions & presentations. Two experienced master teachers assisted us during the delivery of the course. The institute was funded by the South Carolina Department of Education. The requested funds were used for the following: faculty salaries, the University contract course fee, some of the participants' room and board, startup equipment for each teacher, and indirect costs to Winthrop University. Startup equipment included a Pasco stand-alone, portable Xplorer GLX interface with sensors (temperature, voltage, pH, pressure, motion, and sound), and modeling software (Wavefunction's Spartan Student and Odyssey). What we learned and ideas for future K-12 teacher preparation initiatives will be presented.

Effect of the science teaching advancement through modeling physical science professional development workshop on teachers' attitudes, beliefs and content knowledge and students' content knowledge

NASA Astrophysics Data System (ADS)

Dietz, Laura

The Science Teaching Advancement through Modeling Physical Science (STAMPS) professional development workshop was evaluated for effectiveness in improving teachers' and students' content knowledge. Previous research has shown modeling to be an effective method of instruction for improving student and teacher content knowledge, evidenced by assessment scores. Data includes teacher scores on the Force Concept Inventory (FCI; Hestenes, Wells, & Swackhamer, 1992) and the Chemistry Concept Inventory (CCI; Jenkins, Birk, Bauer, Krause, & Pavelich, 2004), as well as student scores on a physics and chemistry assessment. Quantitative data is supported by teacher responses to a post workshop survey and classroom observations. Evaluation of the data shows that the STAMPS professional development workshop was successful in improving both student and teacher content knowledge. Conclusions and suggestions for future study are also included.

A Profile of Public School Biology Teachers in the USA.

ERIC Educational Resources Information Center

Lindauer, Ivo E.; Queitzsch, Mary L.

1996-01-01

Uses data from the National Center for Educational Statistics' Schools and Staffing Survey (SASS) to present a profile of biology teachers. Discusses background of biology teachers, preparation in the physical and life sciences, who does the preparation, and expected future trends. Compares data with results reported for chemistry, earth science,…

A Survey of the Perceptions of College Women Physical Educators Concerning Changes in Departmental Structure, Job Satisfaction and Graduate Work.

ERIC Educational Resources Information Center

Oyster, Nancy

This study reflects the feelings and impressions of women physical education teachers in 1975 at a time when many departments were in the process of merging. At that time few of the women held major administrative positions. Most women taught, published, and foresaw future graduate work in the areas of teacher preparation and curriculum. Only…

Physical and mental workloads in professional dance teachers.

PubMed

Wanke, Eileen M; Schmidt, Mike; Leslie-Spinks, Jeremy; Fischer, Axel; Groneberg, David A

2015-03-01

The aim of this cross-sectional study was to investigate the level of mental and physical workloads in professional dance teachers depending on the trained students' age, technique level, or dance style. A total number of 133 professional dance pedagogues responded to an online cross-sectional questionnaire survey on self-assessment of physical and mental workloads occurring during dance units. The majority of dance teachers estimated their level of physical and mental workload to be almost as high as that of their students, with differences in physical and mental workloads observed depending on dance style, age of students, and technical level. More than 60% of the teachers were convinced that their occupation implies positive effects on their own health in terms of self-realization (78.2%), musculoskeletal system (66.9%), and social relationships (61.7%). Of all respondents, 58.6% stated that their musculoskeletal system was jeopardized by the physically demanding activity. This is followed by the fear of financial insecurity (50.4%). The majority of all dance teachers (males 65.4%, females 63.9%) would like to obtain further education on prevention against or dealing with physical workload. Physical and mental workloads play an important role in dance teaching. Coping with or preventing these loads could be keys to a lifelong, healthy career as a professional dance teacher. Future trials should look at clinical parameters of physical and mental load.

A Layered Approach to Critical Friendship as a Means to Support Pedagogical Innovation in Pre-Service Teacher Education

ERIC Educational Resources Information Center

Fletcher, Tim; Ní Chróinín, Déirdre; O'Sullivan, Mary

2016-01-01

In this article we describe and interpret how two distinct layers of critical friendship were used to support a pedagogical innovation in pre-service teacher education. The innovation, "Learning about Meaningful Physical Education" (LAMPE), focuses on ways to teach future teachers to foster meaningful experiences for learners in physical…

Mediated Language Immersion and Teacher Ideologies: Investigating Trauma Pedagogy within a "Physics in Spanish" Course Activity

ERIC Educational Resources Information Center

Settlage, John; Gort, Mileidis; Ceglie, Robert J.

2014-01-01

Trauma pedagogy occupies an intriguing space within the discourse about effective teaching of culturally and linguistically diverse students, particularly in relation to preservice teacher notions of power. One set of messages received by future teachers strongly advocates for asserting authority within the classroom by taking control via strict…

Introducing Inquiry-Based Methodologies during Initial Secondary Education Teacher Training Using an Open-Ended Problem about Chemical Change

ERIC Educational Resources Information Center

Rodríguez-Arteche, In~igo; Martínez-Aznar, M. Mercedes

2016-01-01

In this paper, the characteristics of an initial training program for secondary school physics and chemistry teachers are presented. This program is based on the resolution of professional problems, in order to develop preservice teachers' competencies for integrating inquiry-based science education (IBSE) into their future teaching. With this…

Master of Arts in Physics Education (MAPE) Program

NASA Astrophysics Data System (ADS)

Lindgren, Richard A.; Thornton, Stephen T.

2001-11-01

In the past 15 years, the Department of Physics at the University of Virginia in collaboration with the Curry School of Education has supported numerous summer high school physics and physical science teacher enrichment programs through the School of Continuing and Professional Studies. As a result of this accumulated experience in working with teachers, we created the Master of Arts in Physics Education (MAPE) program to address the needs of the high school physics teacher of the present and future. Through distance learning and summer study at UVa, participants earn the 30 hours needed for the Masters degree within 2 1/2 years while maintaining their current teaching position. Summer study includes the calculus based primary physics courses 631, 632, and 633 and associated laboratory courses. Summer physics course assignments and responsibilities do not terminate until late in the fall. Distance learning during the academic year is accomplished via the Internet using WebAssign, chat rooms, email, videotapes, and streamline video. Although recently approved in the spring 2000, 12 teachers have already graduated with the MAPE degree.

Factors influencing pre-service physics teachers' skills of writing teaching materials

NASA Astrophysics Data System (ADS)

Sinaga, Parlindungan

2016-02-01

Writing teaching materials is one of the generic pedagogical skills. Teachers and pre-service teachers should be trained to have the skills of writing teaching materials. This study examines the factors that influence the skills of writing in the disciplines among pre-service physics teachers. This study in particular aims to contribute to the development of science writing in the disciplines and to the organization of workshops on writing teaching materials for pre-service teachers. The problems of this research are formulated in the question of what are the factors that influence the skills of pre-service physics teachers in writing teaching materials. The research adopted mixed methods with embedded experimental design. The research subjects were 18 students enrolled in the school physics course. The instruments used consisted of conceptual understanding tests, learning strategy questionnaire, tests of the multiple representation skills, and one-on-one semi- structured interview. Results of data analysis show that the ability and skills of writing physics teaching materials of the pre- service physics teachers are determined by the factors of conceptual understanding of the subject matter with a contribution of 20%, the skills of making multiple representations of concepts with a contribution of 9.8% and students' self-regulation and learning strategy with a contribution of 33.5%. There are other factors that have not been investigated in this study; therefore, it is recommended that future research conduct further investigation on other factors that influence pre-service teachers' skills in writing physics teaching materials.

Physics in Your Future.

ERIC Educational Resources Information Center

Moche, Dinah

This booklet is designed to introduce young people, their parents, teachers, and advisers to various fields of and possible career opportunities in physics. The colorfully illustrated booklet, aimed particularly at junior high school students, highlights the work and experiences of several young physicists. Although physics is not usually taught…

Identifying Tensions around Gender-Responsive Curriculum Practices in Science Teacher Education in Zimbabwe: An Activity Theory Analysis

ERIC Educational Resources Information Center

Chikunda, Charles

2014-01-01

The physical sciences, mathematics and technology subjects in Zimbabwe, like in most other African countries, are still male dominated. This is despite numerous efforts over the years directed towards gender equality in these disciplines. Many studies point at teacher education as not doing enough to assist future teachers in these disciplines…

Developing and evaluating a paper-and-pencil test to assess components of physics teachers' pedagogical content knowledge

NASA Astrophysics Data System (ADS)

Kirschner, Sophie; Borowski, Andreas; Fischer, Hans E.; Gess-Newsome, Julie; von Aufschnaiter, Claudia

2016-05-01

Teachers' professional knowledge is assumed to be a key variable for effective teaching. As teacher education has the goal to enhance professional knowledge of current and future teachers, this knowledge should be described and assessed. Nevertheless, only a limited number of studies quantitatively measures physics teachers' professional knowledge. The study reported in this paper was part of a bigger project with the broader goal of understanding teacher professional knowledge. We designed a test instrument to assess the professional knowledge of physics teachers (N = 186) in the dimensions of content knowledge (CK), pedagogical content knowledge (PCK), and pedagogical knowledge (PK). A model describing the relationships between these three dimensions of professional knowledge was created to inform the design of the tests used to measure CK, PCK, and PK. In this paper, we describe the model with particular emphasis on the PCK part, and the subsequent PCK test development and its implementation in detail. We report different approaches to evaluate the PCK test, including the description of content validity, the examination of the internal structure of professional knowledge, and the analysis of construct validity by testing teachers across different school subjects, teachers from different school types, pre-service teachers, and physicists. Our findings demonstrate that our PCK test results could distinguish physics teachers from the other groups tested. The PCK test results could not be explained by teachers' CK or PK, cognitive abilities, computational skills, or science knowledge.

Experience, gender, and performance: Connecting high school physics experience and gender differences to introductory college physics performance

NASA Astrophysics Data System (ADS)

Tai, Robert H.

Current science educational practice is coming under heavy criticism based on the dismaying results of the Third International Mathematics and Science Study of 1998, the latest in a series of large scale surveys; and from research showing the appallingly low representation of females in science-related fields. These critical evaluations serve to draw attention to science literacy in general and lack of persistence among females in particular, two issues that relate closely to the "preparation for future study" goal held by many high school science teachers. In other words, these teachers often seek to promote future success and to prevent future failure in their students' academic careers. This thesis studies the connection between the teaching practices recommended by reformers and researchers for high school teachers, and their students' subsequent college physics performance. The teaching practices studied were: laboratory experiences, class discussion experiences, content coverage, and reliance on textbooks. This study analyzed a survey of 1500 students from 16 different lecture-format college physics courses at 14 different universities. Using hierarchical linear modeling, this study accounted for course-level variables (Calculus-based/Non-calculus course type, professor's gender, and university selectivity). This study controlled for the student's parents education, high school science/mathematics achievement, high school calculus background, and racial background. In addition, the interactions between gender and both pedagogical/curricular and course-level variables were analyzed. The results indicated that teaching fewer topics in greater depth in high school physics appeared to be helpful to college physics students. An interaction between college course type and content coverage showed that students in Calculus-based physics reaped even greater benefits from a depth-oriented curriculum. Also students with fewer labs per month in high school physics appeared to perform better in college physics than did students with many more labs per month. The only significant interaction was between gender and Calculus-based/Non-calculus college course type. Females appeared to do better on average than their males counterparts in Non-calculus physics, but this trend is clearly reversed for Calculus-based physics. This is a disturbing result for educators who have worked to promote persistence among women in engineering and science research. Recommendations are included for high school physics teachers, students and their parents, and college physics instructors.

Lights, Camera, Action: Facilitating PETE Students' Reflection through Film

ERIC Educational Resources Information Center

Lee, Okseon; Ravizza, Dean; Lee, Myung-Ah

2009-01-01

Preparing teacher candidates to be reflective professionals is a critical component of physical education teacher education programs. Although many specific strategies have been developed to facilitate post-lesson reflection, strategies for reflecting on future work and professional life have not been widely explored. As a way to facilitate…

Associations between different types of physical activity and teachers' perceived mental, physical, and work-related health.

PubMed

Bogaert, Inge; De Martelaer, Kristine; Deforche, Benedicte; Clarys, Peter; Zinzen, Evert

2014-05-30

The teaching profession is characterized by high levels of stress and physical complaints, which might be improved through regular participation in physical activity (PA). However, the effect of PA on mental and physical health is not always consistent and depends on the type of PA performed. The aim of this study was to examine the mental, physical, and work-related health of Flemish secondary school teachers and identify the impact on those health variables by demographic and teaching-related factors and various types of PA. This study included an online survey conducted across a representative sample of secondary school teachers (n = 1066, average age 40 years; 68 percent female). Level of PA and sitting time were estimated using the International Physical Activity Questionnaire, and perceived mental health and physical health were estimated using the Short Form 36. Work-related factors such as job satisfaction, occupational stress, and absenteeism were also collected. T-tests, ANOVAs, and linear regression analyses were performed. Flemish secondary school teachers have poorer perceived mental and physical health than a general healthy population. This difference is particularly evident among female teachers, who reported lower perceived health, more occupational stress, and more absent days compared to their male colleagues. Higher participation in leisure-time PA was associated with a more positive perceived health. In contrast, higher levels of occupational PA and sitting time had a negative impact on perceived health. Total amount of PA, total amount of moderate-to-vigorous PA, transportation-related PA, and PA at home were not associated to teachers' perceived health. Because secondary school teachers' levels of perceived health are low, they are an important target group for interventions aiming to improve health. Only leisure-time PA was associated with more positive perceived health. This finding may indicate that teachers performing more exercise during leisure time, or in a more autonomous way, may be more resistant to physical and mental health problems. Future research should verify whether promoting leisure-time PA among teachers has the potential to improve their mental and physical health, and counteract the negative associations between teachers' health and their occupational PA.

Use of Future Scenarios as a Pedagogical Approach for Science Teacher Education

ERIC Educational Resources Information Center

Paige, Kathryn; Lloyd, David

2016-01-01

Futures studies is usually a transdisciplinary study and as such embraces the physical world of the sciences and system sciences and the subjective world of individuals and cultures, as well as the time dimension--past, present and futures. Science education, where student interests, opportunities and challenges often manifest themselves, can…

Reaching the Future Teachers in Your Classroom: New Directions in Pre-Service Education

NASA Astrophysics Data System (ADS)

Grier, Jennifer A.; Ruberg, L.

2006-09-01

We will present results and progress from initiatives seeking to improve the experiences of future teachers in college level science classes. A future teacher (pre-service teacher) is inspired to teach science based on personal experiences with college science classes. The most critical opportunity to make a real difference in science education in schools comes when the teachers themselves are first being educated. Given the difficulties in identifying future teachers and the wide variations in their needs, how can we best help future teachers in training? What critical thinking skills are most important for them to absorb from their exposure to science as undergraduates and graduate students? What teaching and learning experiences can we offer that will help science teachers in training confidently assess the relationship between evidence and explanations and then bring that understanding and experience effectively into their own classroom? Recent initiatives in pre-service education have identified several key strategies for improving teacher preparation at the post-secondary level: - Using a constructivist approach to teach physical science concepts and guided inquiry - Knowing common misconceptions about key scientific concepts that students bring to college-level science classrooms - Applying documented strategies for identifying and addressing student misconceptions; and - Knowing how to select and adapt curriculum materials based on common preconceptions held by students. The challenge of reaching these outcomes is complex and cannot be addressed with simple solutions. Teaching strategies that help prepare future teachers include modeling effective teaching of science, understanding the relationship between student/teacher misconceptions, designing and implementing evaluation and assessment, appropriate use of technology tools, and tapping into the existing community of learners to provide ongoing education opportunities and support as the pre-service teacher progresses. Several examples of student preconceptions and a description of the teaching strategies used to help address specific misconceptions will be provided.

"We Should Assess the Students in More Authentic Situations": Swedish PE Teacher Educators' Views of the Meaning of Movement Skills for Future PE Teachers

ERIC Educational Resources Information Center

Backman, Erik; Pearson, Phil

2016-01-01

The question of what knowledge a student of Physical Education (PE) needs to develop during PE teacher education (PETE) was recently discussed. One form of knowledge is the movement practices that students must meet during their education. Given the limited time, a delicate matter is whether to prioritize movement knowledge and consider it as…

Organizing physics teacher professional education around productive habit development: A way to meet reform challenges

NASA Astrophysics Data System (ADS)

Etkina, Eugenia; Gregorcic, Bor; Vokos, Stamatis

2017-06-01

Extant literature on teacher preparation suggests that preservice teachers learn best when they are immersed in a community that allows them to develop dispositions, knowledge, and practical skills and share with the community a strong vision of what good teaching entails. However, even if the requisite dispositions, knowledge, and skills in pursuing the shared vision of good teaching are developed, the professional demands on a teacher's time are so great out of, and so complex during class time that if every decision requires multiple considerations and deliberations with oneself, the productive decisions might not materialize. We argue that the link between intentional decision making and actual teaching practice are teacher's habits (spontaneous responses to situational cues). Teachers unavoidably develop habits with practical experience and under the influence of knowledge and belief structures that in many ways condition the responses of teachers in their practical work. To steer new teachers away from developing unproductive habits directed towards "survival" instead of student learning, we propose that teacher preparation programs (e.g., in physics) strive to develop in preservice teachers strong habits of mind and practice that will serve as an underlying support structure for beginning teachers. We provide examples of physics teacher habits that are to be developed during the program, propose mechanisms for the development of such habits, and outline possible future research agendas around habits.

Activation of a critical attitude in prospective teachers: From research investigations to guidelines for teacher education

NASA Astrophysics Data System (ADS)

Viennot, Laurence; Décamp, Nicolas

2018-06-01

This paper is inspired by the widely accepted need to develop critical thinking in physics students and teachers. More specifically, it is focused on the development of a critical attitude in prospective physics teachers. The question of a possible interplay between the development of conceptual comprehension and that of a critical attitude prompted us to conduct a series of investigations with teachers at the end of their preparation. The goal of this paper is to provide a synthesis of five previously published papers on this topic in order to inform discussion about teacher preparation. Each investigation is centered on a particular aspect of physics, and all are based on in-depth interviews with different participants. We focus on prospective teachers' "intellectual dynamics," that is, the way their comprehension of nonobvious topics and their critical attitudes evolve during these interviews, taking into account metacognitive and affective aspects such as intellectual satisfaction and self-esteem. We characterize several types of intellectual dynamics: "early critique," "delayed critique," "unstable critique," and "expert anesthesia" and provide information on their frequency. An overall conclusion is that in this type of context, that is, a guided intellectual pathway of about an hour, the development of conceptual comprehension and critical attitude are most often deeply entangled. We discuss the implications of these results for future research and we advocate new objectives and strategies for physics teachers' preparation.

Effects of Students' Race, Physical Attractiveness, and Dialect on Teachers' Evaluations

ERIC Educational Resources Information Center

DeMeis, Debra Kanai; Turner, Ralph R.

1978-01-01

Based on taped samples of the students' speech, 68 white elementary school teachers rated subjects on personality, quality of response, and current and future academic abilities. Black students, Black English-speaking students and unattractive students were rated consistently lower. Academic failure may result from evaluations based on race and…

Promoting Physical Science to Education Majors: Making Connections between Science and Teaching

ERIC Educational Resources Information Center

Korb, Michele A.; Sirola, Christopher; Climack, Rebecca

2005-01-01

Elementary teachers have been identified as the single most important influence on student's future attitudes and motivations toward science. Research indicates that K-8 science teachers emphasize memorization more than the exploration of questions or critical thought as a result of their college science experiences. The reasons students gradually…

Teaching Climate Change to Future Teachers Using 'Real' Data: Challenges and Opportunities (Invited)

NASA Astrophysics Data System (ADS)

Petcovic, H. L.; Barone, S.; Fulford, J.

2013-12-01

A climate-literate public is essential to resolving pressing problems related to global change. Future elementary teachers are a critical audience in climate and climate change education, as they will introduce children in early grades (USA grades K-8, children ages 5-14) to fundamentals of the climate system, natural and anthropogenic drivers of climate change, and impacts of global change on human and natural systems. Here we describe challenges we have encountered in teaching topics of the carbon cycle, greenhouse gases, past climate, recent anthropogenic change, and carbon footprints to future elementary teachers. We also describe how we have met (to varying degrees of success) these challenges in an introductory earth science course that is specifically designed for this audience. Two prominent challenges we have encountered are: the complex nature of the scientific content of climate change, and robust misconceptions held by our students about these topics. To address the first challenge, we attempt to adjust the scientific content to a level appropriate for future K-8 teachers, without sacrificing too much accuracy or critical detail. To address the second challenge, we explicitly discuss alternate conceptions of each topic. The use of authentic data sets can also address both of these challenges. Yet incorporating 'real' climate and paleoclimate data into the classroom poses still an additional challenge of instructional design. We use a variety of teaching approaches in our laboratory-based course including student-designed experiments, computer simulations, physical models, and authentic data sets. We have found that students strongly prefer the physical models and experiments, because these are 'hands-on' and perceived as easily adaptable to the K-8 classroom. Students often express dislike for activities that use authentic data sets (for example, an activity using graphs of CO2 and methane concentrations in Vostok ice cores), in particular because they have difficulty interpreting graphs. To respond to this concern, we couple physical models/experiments with data sets in a guided inquiry teaching format in order to satisfy those students who prefer 'hands-on' learning yet tie the models to the real world. Pre/post testing of students shows that this method is effective in most topics, yet future teachers still struggle with identifying natural versus anthropogenic drivers of climate change. We continue to address these challenges in future course modifications.

Whole Class Dialogic Discussion Meets Taiwan's Physics Teachers: Attitudes and Culture

NASA Astrophysics Data System (ADS)

Eshach, Haim; Wu, Hsin-Kai; Hwang, Fu-Kwun; Hsu, Ying-Shao

2014-02-01

There is a distance between the power that whole class dialogic discussions (WCDD) may offer to the science class and their use in practice. Teachers' attitudes toward WCDD are part of the problem. The aims of this study were twofold: (a) to examine Taiwanese physics teachers' attitudes toward WCDD by considering cultural perspectives and describe how these attitudes changed as a result of a special workshop designed for this purpose, and (b) to report on how these attitudes should be taken into account in designing such workshops in the future. Nine experienced physics teachers participated in the WCDD workshop. The workshop was based on the WCDD model developed by Eshach (2010). Inductive analyses were performed on interviews with the teachers and their students, which were composed of 36 questions and developed specially for the purpose of this study, yielded the following categories: (1) In-school reasons for opposing WCDD—reasons belonging to school ways/tradition of teaching that may cause barriers to WCDD implementation; (2) External Factors—cultural reasons relating to Taiwanese views concerning education in general, which cause barriers to WCDD implementation; and (3) Cognitive aspect—refers to what teachers know about WCDD. The paper concludes with a discussion on what should be done in order to successfully bring WCDD to the Taiwanese physics class.

Teacher and pupil perspectives on the use of Virtual Field Trips as physically active lessons.

PubMed

Norris, E; Shelton, N; Dunsmuir, S; Duke-Williams, O; Stamatakis, E

2015-11-25

Virtual Field Trips (VFTs) are emerging physically active lessons that combine curriculum content with globe-based movement using interactive whiteboards. No research has yet examined the acceptability of these sessions by target users. This study aimed to (1) assess current physically active lesson teaching practices, (2) assess teacher attitudes towards VFTs and (3) investigate pupil perceptions of VFTs. Data was collected from teaching staff interviews (n = 12) and three elementary school pupil focus groups (k = 3, n = 18), with all participants provided with a sample VFT session. Thematic analysis was used to analyse data. Teachers described VFTs as a flexible teaching tool, allowing inclusive learning across abilities and a range of taught subjects. They stressed a packed curriculum may make delivering VFT sessions problematic and warned that some teachers may be resistant to their use of technology. Pupils enjoyed the ability to move in the classroom and the ability to share a new teaching experience with their peers. This work suggests positive attitudes towards VFTs as novel, physically active lessons and identifies potential teacher concerns for consideration in forthcoming intervention planning. Future experimental work will assess if these attitudes persist during longitudinal exposure to VFTs.

Laboratory Activities for Life Span Motor Development.

ERIC Educational Resources Information Center

Haywood, Kathleen M.

This manual describes motor development laboratory activities to help future physical education teachers observe, assess, measure, and test students' motor skills. A total of 20 laboratory activities are described under five sections geared toward: (1) physical growth and maturation; (2) assessing early motor development; (3) assessing basic motor…

Teacher candidates' beliefs about including socioscientific issues in physics and chemistry

NASA Astrophysics Data System (ADS)

Barrett, Sarah Elizabeth

Teaching science for social justice involves a deliberate effort to reconstruct society into something more equitable and just. Introducing socioscientific issues (SSI) into science is one strategy toward this end. However, research indicates that SSI are rarely discussed in the physical sciences even though they exist. This may be due to the beliefs of chemistry and physics teachers with respect to what belongs in these subjects. If we wish to begin to influence these beliefs through initial teacher education, it is essential for teacher educators to understand the origins of these beliefs. In this qualitative study 12 teacher candidates were interviewed at 3 points during a 9 month teacher education program: at the beginning of the course (in September), after the first practicum (in November) and after the second practicum (in March). Teacher candidates' beliefs did not change significantly from the beginning of the study to the end. They displayed varying degrees of commitment to including SSI in their teaching. Based on their (a) conception of the ethics of science, (b) goals for science education, (c) idea of the place of ethics in science (education), and (d) beliefs about including SSI, the teacher candidates were divided into four groups. Four archetypes were derived: "Model Scientist/Engineer", "Model Individual", "Model Teacher", and "Model Citizen". Since these groups are archetypes, none of the participants fits into the categories perfectly but individual teacher candidates demonstrated more characteristics of one archetype than others. Only the 3 Model Citizens were committed to including SSI in their teaching while the others placed the priority on preparing students for the next level of schooling. A model was developed to serve as a microgeneology of teacher candidates' beliefs about including SSI in their teaching. It traced their beliefs from (a) life experiences to (b) conception of ethics and nature of science to (c) goals for science education to (d) inclusion or non-inclusion of SSI. Based on the archetypes, current beliefs were extrapolated into future beliefs. How teacher educators could use this model to influence the future beliefs of their students is discussed.

Examining South Korea's Elementary Physical Education Performance Assessment Using Assessment Literacy Perspectives

ERIC Educational Resources Information Center

Park, Yongnam

2017-01-01

This study examines the issues pertaining to South Korea's elementary physical education (PE) performance assessment, using an assessment literacy (Hay & Penney, 2013) perspective to propose future directions. Eight elementary teachers currently teaching PE were selected as participants. Data were collected through semi-structured in-depth…

Development and validation of a new survey: Perceptions of Teaching as a Profession (PTaP)

NASA Astrophysics Data System (ADS)

Adams, Wendy

2017-01-01

To better understand the impact of efforts to train more science teachers such as the PhysTEC Project and to help with early identification of future teachers, we are developing the survey of Perceptions of Teaching as a Profession (PTaP) to measure students' views of teaching as a career, their interest in teaching and the perceived climate of physics departments towards teaching as a profession. The instrument consists of a series of statements which require a response using a 5-point Likert-scale and can be easily administered online. The survey items were drafted by a team of researchers and physics teacher candidates and then reviewed by an advisory committee of 20 physics teacher educators and practicing teachers. We conducted 27 interviews with both teacher candidates and non-teaching STEM majors. The survey was refined through an iterative process of student interviews and item clarification until all items were interpreted consistently and answered for consistent reasons. In this presentation the preliminary results from the student interviews as well as the results of item analysis and a factor analysis on 900 student responses will be shared.

A Defining Time for Physical Education Futures? Exploring the Legacy of Fritz Duras

ERIC Educational Resources Information Center

Kirk, David

2014-01-01

This paper explores the legacy of Dr Fritz Duras in order to address the issue of whether the implementation of a new curriculum for health and physical education in Australia represents a defining time for the subject. Dr Duras was Director of the first physical education teacher education course at the University of Melbourne during an earlier…

[Adherence to the Mediterranean diet of future teachers].

PubMed

Egeda Manzanera, José Manuel; Rodrigo Vega, Maximiliano

2014-08-01

The Spanish university population is vulnerable in their eating habits for various reasons. This would in many cases the abandonment of a traditional Mediterranean diet. To determine the adherence to the Mediterranean diet (adm) of a university population of future Teachers and analyze various factos that may condition its nutritional quality. Distribution Kidmed test to a sample of 212 university aged between 21 and 24. The Kidmed index (0-12) indicate whether the ADM was low (0 to 3), medium (4-7) or high (8 to 12). Each respondent was recorded age, weight, height and body mass index, and weekly physical activity. For comparison of the data was used Chi square test, the Mann Whitney test and ANOVA factor using SPSS 15. 15.1% had a low Kidmed index, 60.4% intermediate and 24.5% higher. The difference between the different levels of ADM is due to the consumption of fruits and vegetables (p < 0.05) mainly. Among the degrees of ADM and nutritional status (BMI) were not significantly different. The differences between those students who perform physical activity (66%) and no (34%) over the Kidmed index (< 0.05), were due primarily to breakfast consumed more cereals and cereal and pastries least). 75.5% of future Teachers needed improved ADM. In general, enhance a quality breakfast and minimum daily physical activity would be two core aspects in improving habits. It would be appropriate to provide nutritional education campaigns for this population and especially considering their future social role as educators. Copyright AULA MEDICA EDICIONES 2014. Published by AULA MEDICA. All rights reserved.

Building of Projecting Competence among Future Teachers in the Conditions of Introduction of Inclusive Education

ERIC Educational Resources Information Center

Ketrish, Evgeniya V.; Dorozhkin, Evgenij M.; Permyakov, ?leg ?.; Tretyakova, Natalia V.; Andryukhina, Tatiana V.; Mantulenko, Valentina V.

2016-01-01

The relevance of the researched problem is caused by the need of consideration of teachers' readiness for work in the conditions of inclusive education, and change of process of their professional training (on the example of specialists in the sphere of physical education). The purpose of publication consists in the development of pedagogical…

SPEAK Out! Day with Future Teachers Taking the Lead

ERIC Educational Resources Information Center

Watterson, Thomas; Wells, Gayle; Claxton, David; Grube, Dan

2018-01-01

Each year, health and physical education representatives converge at our nation's capital for the SHAPE America SPEAK Out! Day to advocate for health and physical education and its current initiatives. This endeavor has grown to include over 200 representatives from 46 different states. In recent years, this program has become very successful in…

Narrative Inquiry in Physical Education Research: The Story so Far and Its Future Promise

ERIC Educational Resources Information Center

Dowling, Fiona; Garrett, Robyne; lisahunter; Wrench, Alison

2015-01-01

At a recent international education conference, current life history and narrative research within Physical Education Teacher Education (PETE) was criticised for its seeming inability to "produce anything new" and for lacking "rigour". This paper aims to respond to the criticism and to reassert the strengths of narrative…

The Makeup of the Modern US High School Astronomy Course -- 25 Years After Sadler's Study

NASA Astrophysics Data System (ADS)

Krumenaker, Larry

2007-12-01

Surveys to nearly 3000 high school astronomy teachers portray the field for the first time in 25 years. This multimethods study included quantitative questions on the backgrounds of teachers, demographics of students, teaching styles and content, resources used such as websites, books, telescopes and planetaria, and qualitative questions on the effects of No Child Left Behind and high-stakes testing, teachers justifications and advises for creating and defending a class's existence, attitudes towards the future. Among the findings are that there are more female teachers here than in physics, that student population mimics closely the US demographics, that physics no longer is the dominant 'other course' taught by astronomy teachers, and there is a 'hidden mass' of teachers not accounted for by most statistical studies. Portable planetaria have made some inroads into replacing fixed dome but 'planetarium' software has made even more. Philip Sadler's "Project Star" study of 1983 holds up remarkably well but some numbers have changed. Finally, unlike other science societies, the AAS has not made many inroads into the awareness or education of the high school teachers.

Behavior Risk Factors Among Russian Students.

PubMed

Anischenko, Aleksander; Arhangelskaya, Anna; Klenov, Michael; Burdukova, Ekaterina; Ogarev, Valrii; Ignatov, Nikolay; Osadchenko, Irina; Gurevich, Konstantin

2017-01-01

Purpose To analyze the prevalence of risk factors among Russian students. Methods In this study, 834 students were included from five Federal universities which were localized in four Federal regions of Russian Federation. Future doctors, school teachers, and wellness trainers were included in this study. Students were specifically asked about smoking, physical activity International Physical Activity Questionnaire (IPAQ), and food preference. Waist, hip, weight, and height were measured. Results The region of study and ethnic group were not influenced with respect to age and body mass index ( p > .1), while all other factors had a significant influence ( p < .05). High levels of smoking, hypodynamia, and motivation to intake of unhealthy food were found in medical students in comparison with those in future teachers and wellness instructors ( p < .05). The indicators of central obesity (due to levels of body mass index and waist-hip ratio) were found in medical students. Perspective Special programs to prevent the most common behavior risk factors in future medical doctors have to be designed.

The relationship between smoking and exercise among physical education teachers in Turkey.

PubMed

Gundogdu, Cemal; Oguzoncul, A Ferdane

2013-07-04

We studied the relationship between smoking and exercise among physical education teachers in Turkey. An online questionnaire was used to collect data. The responses of 1,995 teachers who completed the questionnaire were evaluated. The mean age of the participants was 31.0 +/- 4.7 years; 67.4% of the participants were male. The smoking rate was 65.2%. The mean age of onset of smoking was 16.6 +/- 2.6 years. The age of starting smoking increased with higher parental education level. There were no differences between smokers and nonsmokers with respect to gender. Of smokers, 51.2% were married; 52.4% were in the 30-39 year old age group. The most common reasons for starting smoking were the influence of friends and emulation. The most common reason for trying to quit smoking among men was future health concerns and among women was current health concerns. We found smoking was less common among participants who exercised regularly. The level of nicotine dependence was significantly lower among participants who exercised regularly compared to those who did not. This study suggests physical education teachers, who are role models for their students, have a high smoking rate. We believe urgent action is needed to reduce the smoking rate and increase the quit rate among physical education teachers.

AAPT/PTRA -- A Part of the Solution

NASA Astrophysics Data System (ADS)

Amann, George; Mader, Jan; Matsler, Karen Jo; Nelson, Jim

2011-12-01

A train barrels directly toward a stone wall. It looks like a disaster is inevitable. Suddenly, a group of railroad workers run to a switch that changes the direction of the train. They reroute the train onto a new track by throwing the switch just in time. Perhaps you had not known what to do, nor were you strong enough to do it yourself, but you now see that it was not a forgone conclusion that the train had to run into the wall. In this scenario, the train represents precollege physics education in the United States. The wall represents the classroom situation that many teachers find when they are assigned to teach physics. These teachers often find themselves teaching a subject for which they were not adequately prepared. It is not their fault, but rather the result of the necessity of having a teacher assigned to the class. The United States needs students to be prepared for a future in which science and technology will be more and more a part of everyone's life, and there are not enough well-prepared physics teachers graduating from colleges and universities. So the train is headed toward the wall. "Who are the strong railroad workers?" you ask. These are the 200 Physics Teaching Resource Agents (PTRAs), who for the past 25 years have been selected and trained by AAPT to do workshops for practicing physics and physical science teachers. Thus AAPT celebrated the PTRA silver anniversary during the 2010 AAPT meeting in Portland. And APS recognized this achievement with their 2011 Excellence in Physics Education Award.2

A narrative inquiry into teaching physics as inquiry: An examination of in-service exemplars

NASA Astrophysics Data System (ADS)

Evans, Paige K.

Studies show that teachers who have experienced inquiry are more likely to practice the inquiry method in their own classrooms (McDermott, 2007; Olson, 1995; Pereira, 2005; Windschitl, 2002). This study explores changes in science teachers' personal practical knowledge (Clandinin, 1986) after participating in a graduate level physics inquiry course and subsequent professional development throughout the school year. In addition, teacher participants were studied to determine the roadblocks they encountered when altering curriculum mandates in ways that would enable them to work with the inquiry method. The results of this course and subsequent professional development sessions were analyzed for the benefits of using the inquiry method to teacher learning and to ascertain whether the teacher participants would be more apt to employ the inquiry method in their own classrooms. Moreover, the results of this study were analyzed to inform my personal practice as a leader preparing undergraduate science teachers in the teachHOUSTON program as well as in my continuing work with in-service teachers. An inquiry course may be added to the teachHOUSTON course sequence, based on the discoveries unearthed by this thesis study. This research study is conducted as a narrative inquiry (Clandinin & Connelly, 1992, 2000; Craig, 2011; Polkinghorne, 1995) where story works as both a research method and a form of representation (Connelly & Clandinin, 1990). Narrative inquiry is strongly influenced by John Dewey (1938) who believed that one must rely on past experiences and knowledge to solve current and future problems and that life experience is in fact education. This study inquires into the narratives of two teachers who are teaching secondary science in public schools. These stories illuminate the teachers' lived experiences as they co-constructed curriculum with their students. The images of teacher as a curriculum maker vs. teacher as a curriculum implementer (Craig & Ross, 2008; Craig, 2010) demonstrate what needs to be taken into account when teachers live physics curriculum alongside their students in physics classroom settings. The exemplars featured in this thesis illuminate teachers' developing knowledge as they expand their understandings of inquiry in a physics inquiry course undertaken for professional development purposes and their subsequent enactment of science curriculum in their own classrooms with their students as they, too, inquire into physics.

[Implementing daily physical education in primary school - potentials and barriers from the involved actor's point of view].

PubMed

Sterdt, E; Liersch, S; Henze, V; Röbl, M; Suermann, T; Krauth, C; Walter, U

2015-04-01

The objective was to determine to what extent daily physical education can be implemented in primary schools, what barriers exist and how to overcome the mentioned barriers. Moreover, it was analysed to what extent daily physical education is accepted by teachers, external trainers, parents and students. Semi-structured interviews with parents (n=7), teachers (n=5) and external trainers (n=6) of the intervention schools. The intervention students (n=44) were surveyed within focus groups. All surveyed groups appraised the implementation of daily school sports as successful. The cooperation between the schools and the sports club should be maintained during a comprehensive implementation of daily physical education. Besides an improved lessons quality teachers and external trainers reported an improved social behaviour of the children. Parents perceived positive effects on the child development. All groups believe that daily physical education increases the enjoyment of children in sports. As a certain barrier a lack of resources (e. g., facilities, equipment, financial resources) in the schools were mentioned. The cooperation between the schools and the sports club proved to be an applicable model to implement daily physical education. The combination of teachers and external trainers can contribute to a higher lesson quality. Considering the perceived potentials of daily physical education by all surveyed groups, a comprehensive implementation of systematic daily physical activity promotion in the primary school setting should be tapped more strongly in future. © Georg Thieme Verlag KG Stuttgart · New York.

Initiative Games in Physical Education: A Practical Approach for Teaching Critical Thinking Skills--Part 1

ERIC Educational Resources Information Center

Maina, Michael P.; Maina, Julie Schlegel; Hunt, Kevin

2016-01-01

As teachers prepare children for the future, the need for developing critical thinking skills in students becomes clearly evident. One way to promote this process is through initiative games. Initiative games are clearly defined problems that a group must find a solution to through cooperation, physical effort and cognitive functioning. The…

Secondary school physics teachers' conceptions of scientific evidence: A collective case study

NASA Astrophysics Data System (ADS)

Taylor, Joseph A.

Engaging secondary school students in inquiry-oriented tasks that more closely simulate the scholarly activities of scientists has been recommended as a way to improve scientific literacy. Two tasks that are frequently recommended include students' design of original experiments, and students' evaluation of scientific evidence and conclusions. Yet, little is known about teachers' conceptions of experimentation. The principal aim of this study, therefore, was to describe the nature of prospective and practicing physics teachers' conceptions of scientific evidence. More specifically, the following research questions guided this study: (1) What types of issues related to the measurement reliability and experimental validity of scientific evidence do practicing and prospective physics teachers think about when designing experiments? (2) When presented with hypothetical scenarios that describe unsound experimental procedures or poorly supported conclusions (or both), what concerns will prospective and practicing physics teachers raise? And (3) When the participants' responses to parallel research prompts are compared across protocols, what similarities and differences exist? The nature of the teacher-participants' conceptions was described from an analysis of data collected from research prompts such as interviews and hand written artifacts. In these research prompts, the teachers "thought aloud" while designing experiments and critically evaluated student-collected evidence presented in hypothetical classroom scenarios. The data from this study suggested that the three teachers, while contemplating the reliability and validity of scientific evidence, frequently used their conceptions of evidence in conjunction with specific subject matter conceptions. The data also indicated that the relationship between subject matter knowledge and conceptions of evidence was more pronounced for some conceptions of evidence than for others. Suggestions for future research included conducting similar studies in other physics content areas as well as other scientific disciplines. Implications for science teacher education suggested that science and science methods courses encourage the construction of evidence-based arguments, as well as engagement in peer review and critique.

CLIL in physics lessons at grammar school

NASA Astrophysics Data System (ADS)

Štefančínová, Iveta; Valovičová, Ľubomíra

2017-01-01

Content and Language Integrated Learning (CLIL) is one of the most outstanding approaches in foreign language teaching. This teaching method has promising prospects for the future of modern education as teaching subject and foreign languages are combined to offer a better preparation for life in Europe, especially when the mobility is becoming a highly significant factor of everyday life. We realized a project called Foreign languages in popularizing science at grammar school. Within the project five teachers with approbation subjects of English, French, German and Physics attended the methodological courses abroad. The teachers applied the gained experience in teaching and linking science teaching with the teaching of foreign languages. Outputs of the project (e.g. English-German-French-Slovak glossary of natural science terminology, student activity sheets, videos with natural science orientation in a foreign language, physical experiments in foreign languages, multimedia fairy tales with natural contents, posters of some scientists) are prepared for the CLIL-oriented lessons. We collected data of the questionnaire for students concerning attitude towards CLIL. The questionnaire for teachers showed data about the attitude, experience, and needs of teachers employing CLIL in their lessons.

Physics & Preservice Teachers Partnership Project (P4): An interdisciplinary peer learning tool

NASA Astrophysics Data System (ADS)

Simmonds, Paul J.; Wenner, Julianne A.

Physics graduate students (PGs) and teacher candidates (TCs) often graduate with specific weaknesses. PGs frequently lack training in teaching and effective communication. TCs are typically underprepared for teaching science, and physics in particular. In response to these challenges, we created P4 . P4 is an innovative model for peer learning, creating interdisciplinary partnerships that help college physics instructors train their students in the ``soft skills'' prized in both academia and industry, while helping teacher educators infuse more content knowledge into science methods courses. In P4, PGs plan a lesson and deliver physics content to TCs. TCs then use this content to design and execute a 15-minute elementary science lesson. Framed by the concept of peer learning, we expected P4 would help PGs develop their teaching and communication skills, and TCs learn more physics. We studied the affordances and constraints of P4 to inform future iterations. Overall, P4 was successful, with both PGs and TCs reporting benefits. Affordances for PGs included the chance to plan and teach a class; TCs benefitted from working with experts to increase content knowledge. We will share the full findings and implications of our study, and outline next steps for P4.

Ethics, A Choice for the Future: An Interdisciplinary Program.

ERIC Educational Resources Information Center

Downie, Susan L.

1989-01-01

Describes an interdisciplinary program in which English, social studies, physics, and calculus teachers joined forces to teach high school students critical-thinking skills so that students could make ethical decisions and solve ethical dilemmas. (MM)

How did the Good School Toolkit reduce the risk of past week physical violence from teachers to students? Qualitative findings on pathways of change in schools in Luwero, Uganda.

PubMed

Kyegombe, N; Namakula, S; Mulindwa, J; Lwanyaaga, J; Naker, D; Namy, S; Nakuti, J; Parkes, J; Knight, L; Walakira, E; Devries, K M

2017-05-01

Violence against children is a serious violation of children's rights with significant impacts on current and future health and well-being. The Good School Toolkit (GST) is designed to prevent violence against children in primary schools through changing schools' operational cultures. Conducted in the Luwero District in Uganda between 2012 and 2014, findings from previous research indicate that the Toolkit reduced the odds of past week physical violence from school staff (OR = 0.40, 95%CI 0.26-0.64, p < 0.001), corresponding to a 42% reduction in risk of past week physical violence. This nested qualitative study involved 133 interviews with students, teachers, school administration, and parents, and two focus group discussion with teachers. Interviews were conducted using semi-structured tools and analysed using thematic analysis complemented by constant comparison and deviant case analysis techniques. Within a context of normative acceptance of corporal punishment this qualitative paper reports suggestive pathways related to teacher-student relationships through which reductions in violence operated. First, improved student-teacher relationships resulted in improved student voice and less fear of teachers. Second, the intervention helped schools to clarify and encourage desired behaviour amongst students through rewards and praise. Third, many teachers valued positive discipline and alternative discipline methods, including peer-to-peer discipline, as important pathways to reduced use of violence. These shifts were reflected in changes in the views, use, and context of beating. Although the GST is effective for reducing physical violence from teachers to students, violence persisted, though at significantly reduced levels, in all schools with reductions varying across schools and individuals. Much of the success of the Toolkit derives from the support it provides for fostering better student-teacher relationships and alternative discipline options. Such innovation could usefully be incorporated in teacher training syllabi to equip teachers with knowledge and skills to maintain discipline without the use of fear or physical punishment. Copyright © 2017 The Authors. Published by Elsevier Ltd.. All rights reserved.

Behavior Risk Factors Among Russian University Students Majoring in Medicine, Education, and Exercise Science.

PubMed

Anischenko, Aleksander; Gurevich, Konstantin; Arhangelskaya, Anna; Klenov, Michael; Burdukova, Ekaterina; Ogarev, Valrii; Ignatov, Nikolay; Osadchenko, Irina

2016-09-14

To analyze the prevalence of select behavioral risk factors among Russian university students majoring in medicine, education, and exercise science. A total of 834 students from five Federal universities located in four federal regions of Russia were included in the study. The purposive sample included future doctors, school teachers, and fitness trainers. Students were asked specifically about smoking, level of physical activity, and food preferences. To calculate body mass indices (BMIs), waist, hip, weight, and height were also measured. Smoking rates, level of activity, and nutritional habits were significantly different by age, but BMI was not. Smoking rates and BMI were significantly different by gender, but level of activity and nutritional habits were not. Like the differences found by age, smoking rates, level of activity, and nutritional habits were significantly different by ethnicity, but BMI was not. There were significant difference across all behavioral health risk factors by region. The results show significantly higher levels of physical inactivity, consumption of unhealthy foods, and high BMIs among medical students compared with future teachers and wellness instructors (p < .05). In the same time, the smoking levels are the highest among future teachers. The highest prevalence of smoking was found to be associated with gender (for females living Moscow and for males in rural regions), and Russian ethnic group. Tailored programs to prevent common health behavior risk factors among future medical doctors are urgently needed in the Russian Federation. © The Author(s) 2016.

Associations between different types of physical activity and teachers’ perceived mental, physical, and work-related health

PubMed Central

2014-01-01

Background The teaching profession is characterized by high levels of stress and physical complaints, which might be improved through regular participation in physical activity (PA). However, the effect of PA on mental and physical health is not always consistent and depends on the type of PA performed. The aim of this study was to examine the mental, physical, and work-related health of Flemish secondary school teachers and identify the impact on those health variables by demographic and teaching-related factors and various types of PA. Methods This study included an online survey conducted across a representative sample of secondary school teachers (n = 1066, average age 40 years; 68 percent female). Level of PA and sitting time were estimated using the International Physical Activity Questionnaire, and perceived mental health and physical health were estimated using the Short Form 36. Work-related factors such as job satisfaction, occupational stress, and absenteeism were also collected. T-tests, ANOVAs, and linear regression analyses were performed. Results Flemish secondary school teachers have poorer perceived mental and physical health than a general healthy population. This difference is particularly evident among female teachers, who reported lower perceived health, more occupational stress, and more absent days compared to their male colleagues. Higher participation in leisure-time PA was associated with a more positive perceived health. In contrast, higher levels of occupational PA and sitting time had a negative impact on perceived health. Total amount of PA, total amount of moderate-to-vigorous PA, transportation-related PA, and PA at home were not associated to teachers’ perceived health. Conclusion Because secondary school teachers’ levels of perceived health are low, they are an important target group for interventions aiming to improve health. Only leisure-time PA was associated with more positive perceived health. This finding may indicate that teachers performing more exercise during leisure time, or in a more autonomous way, may be more resistant to physical and mental health problems. Future research should verify whether promoting leisure-time PA among teachers has the potential to improve their mental and physical health, and counteract the negative associations between teachers’ health and their occupational PA. PMID:24885620

An Investigation into the Perceived Level of Personal Subject Knowledge and Competence of a Group of Pre-Service Physical Education Teachers towards the Teaching of Secondary School Gymnastics

ERIC Educational Resources Information Center

Sloan, Stephen

2007-01-01

The future of physical education (PE) depends on the quality of emerging committed professionals and their ability to teach across the different activity areas contained within the National Curriculum for Physical Education (NCPE). It is a role that requires extensive subject knowledge and perceived competence in the ability to use it effectively.…

Social Science of Physical Education and Sport: Reflections and Future Directions. 1986 Alliance Scholar Lecture.

ERIC Educational Resources Information Center

Sage, George H.

The form and content of preservice programs for physical education teachers are in the hands of those individuals who develop curricula. Courses in sports studies--such as the sociology of sports and sport psychology--need to be an integral part of such programs. Preservice preparation programs can be reorganized to contain this important element.…

The Future of Employment and Unemployment.

ERIC Educational Resources Information Center

Bradshaw, Patricia; Burke, Ronald J.

1983-01-01

Discusses the impact of microprocessor technology on employment. Examines the changing nature of work and questions whether full employment is natural or necessary. Outlines physical, psychological, social, and material aspects of work. Notes implications for teachers, counselors, and students. (RC)

Reviews Website: Online Graphing Calculator Video Clip: Learning From the News Phone App: Graphing Calculator Book: Challenge and Change: A History of the Nuffield A-Level Physics Project Book: SEP Sound Book: Reinventing Schools, Reforming Teaching Book: Physics and Technology for Future Presidents iPhone App: iSeismometer Web Watch

NASA Astrophysics Data System (ADS)

2011-01-01

WE RECOMMEND Online Graphing Calculator Calculator plots online graphs Challenge and Change: A History of the Nuffield A-Level Physics Project Book delves deep into the history of Nuffield physics SEP Sound Booklet has ideas for teaching sound but lacks some basics Reinventing Schools, Reforming Teaching Fascinating book shows how politics impacts on the classroom Physics and Technology for Future Presidents A great book for teaching physics for the modern world iSeismometer iPhone app teaches students about seismic waves WORTH A LOOK Teachers TV Video Clip Lesson plan uses video clip to explore new galaxies Graphing Calculator App A phone app that handles formulae and graphs WEB WATCH Physics.org competition finds the best websites

Reshaping Millennials as Future Leaders of the Marine Corps

DTIC Science & Technology

2016-02-04

encourages values, beliefs, and responsibilities while simultaneously arousing physical and emotional excitation. He or she also aims to inspire...other races, religions, and sexual orientations while being interdependent on family, friends, and teachers.25 7 The Challenge Why do

Relations of didactics of physics and projects of education in physics

NASA Astrophysics Data System (ADS)

Zelenický, Ľubomír; Rakovská, Mária

2017-01-01

Deepening interest in didactical problems of teaching physics can be from the beginning associated with the creation of the subject of physics, especially at secondary schools. In the 20th century it was no longer possible to ignore the rapid development of physical science and application of its results in practice. The subject of physics required the definition of its content, development of textbooks and, amongst others, new ways of teaching in comparison with the past. The interest of teachers focused mainly on increasing the clarity of explanation - the creation of experiments and teaching aids. Since 1926 Association of Mathematicians and Physicists in the first Czechoslovak Republic issued a didactic-methodological annex to the Journal of Mathematics and Physics, as a discussion in order to increase the quality of teaching. However, this action was spontaneous and subjective. In the second half of the 20th century didactics of physics became a study discipline, part of the training of future secondary school teachers and the development of scientific work in the field of Theory of teaching physics started.

Symmetry and aesthetics in introductory physics: An experiment in interdisciplinary physics and fine arts education

NASA Astrophysics Data System (ADS)

van der Veen, Janet Krause

In a recent editorial in Physics Today (July, 2006, p. 10) the ability of physicists to "imagine new realities" was correlated with what have been traditionally considered non-scientific qualities of imagination and creativity, which are usually associated with fine arts. In view of the current developments in physics of the 21st Century, including the searches for cosmic dark energy and evidence from the Large Hadron Collider which, it is hoped, will verify or refute the proposals of String Theory, the importance of developing creativity and imagination through education is gaining recognition. Two questions are addressed by this study: First, How can we bring the sense of aesthetics and creativity, which are important in the practice of physics, into the teaching and learning of physics at the introductory college level, without sacrificing the mathematical rigor which is necessary for proper understanding of physics? Second, How can we provide access to physics for a diverse population of students which includes physics majors, arts majors, and future teachers? An interdisciplinary curriculum which begins with teaching math as a language of nature, and utilizes arts to help visualize the connections between mathematics and the physical universe, may provide answers to these questions. In this dissertation I describe in detail the case study of the eleven students - seven physics majors and four arts majors - who participated in an experimental course, Symmetry and Aesthetics in Introductory Physics, in Winter Quarter, 2007, at UCSB's College of Creative Studies. The very positive results of this experiment suggest that this model deserves further testing, and could provide an entry into the study of physics for physics majors, liberal arts majors, future teachers, and as a foundation for media arts and technology programs.

Laboratory Experiences in an Introduction to Natural Science Course.

ERIC Educational Resources Information Center

Barnard, Sister Marquita

1984-01-01

Describes a two-semester course designed to meet the needs of future elementary teachers, home economists, and occupational therapists. Laboratory work includes homemade calorimeters, inclined planes, and computing. Content areas of the course include measurement, physics, chemistry, astronomy, biology, geology, and meteorology. (JN)

European Project (Eu Train - No 226518-CP-1-2005-F-COMENIUS-C21) on Comenius 2.1. Program for a Better Teaching Practice of Students in Physics and Chemistry

NASA Astrophysics Data System (ADS)

Raykova, Zh.; Mitrikova, R.; Nikolov, St.; Dimova, Y.; Valtonen, S.; Lampiselka, J.; Kyyronen, L.; Krikmann, Ott; Susi, J.; Przegietka, K.; Turlo, J.

2007-04-01

Recent research shows that students' interest in science is decreasing dramatically. This places urgent demands to making science teaching better so as to stimulate interest in it. Future teachers who are to cope with the problem are the main figures in this process. Teaching practice as a fundamental part of then-university education is essential for their successful preparation as teachers. Searching for possibilities in this area led to the launch of this international project with partners from University of Helsinki, University of Jyvaskyla (Finland), the University of Plovdiv (Bulgaria), Copernicus University in Torun (Poland) and the University of Tartu (Estonia). The main objective of the project is to present guidelines for unified initial training of science teachers in partner countries and the possibility for mobility of trainees during their studies. The present study has made a comparison of the teaching practice in partners' countries. It has identified certain main principles for a future unified curriculum for initial training of science teachers. The comparison aims to create suitable conditions for mobility of students from partners' countries during their studies and to set up the grounds for a future collaboration in developing common principles, requirements and educational standards for the practical training of science teachers.

Predictors of mental health in female teachers.

PubMed

Seibt, Reingard; Spitzer, Silvia; Druschke, Diana; Scheuch, Klaus; Hinz, Andreas

2013-12-01

Teaching profession is characterised by an above-average rate of psychosomatic and mental health impairment due to work-related stress. The aim of the study was to identify predictors of mental health in female teachers. A sample of 630 female teachers (average age 47 ± 7 years) participated in a screening diagnostic inventory. Mental health was surveyed with the General Health Questionnaire GHQ-12. The following parameters were measured: specific work conditions (teacher-specific occupational history), scales of the Effort-Reward-Imbalance (ERI) Questionnaire as well as cardiovascular risk factors, physical complaints (BFB) and personal factors such as inability to recover (FABA), sense of coherence (SOC) and health behaviour. First, mentally fit (MH(+)) and mentally impaired teachers (MH(-)) were differentiated based on the GHQ-12 sum score (MH(+): < 5; MH(-): ≥ 5); 18% of the teachers showed evidence of mental impairment. There were no differences concerning work-related and cardiovascular risk factors as well as health behaviour between MH(+) and MH(-). Binary logistic regressions identified 4 predictors that showed a significant effect on mental health. The effort-reward-ratio proved to be the most relevant predictor, while physical complaints as well as inability to recover and sense of coherence were identified as advanced predictors (explanation of variance: 23%). Contrary to the expectations, classic work-related factors can hardly contribute to the explanation of mental health. Additionally, cardiovascular risk factors and health behaviour have no relevant influence. However, effort-reward-ratio, physical complaints and personal factors are of considerable influence on mental health in teachers. These relevant predictors should become a part of preventive arrangements for the conservation of teachers' health in the future.

Role modeling as an early childhood obesity prevention strategy: effect of parents and teachers on preschool children's healthy lifestyle habits.

PubMed

Natale, Ruby A; Messiah, Sarah E; Asfour, Lila; Uhlhorn, Susan B; Delamater, Alan; Arheart, Kris L

2014-01-01

To assess the effectiveness of a child care center-based parent and teacher healthy lifestyle role-modeling program on child nutrition and physical activity outcomes. Child care centers (N = 28) serving low-income families were randomized to intervention or control arms. Intervention centers (N = 12) implemented (1) menu modifications, (2) a child's healthy lifestyle curriculum, and (3) an adult (teacher- and parent-focused) healthy lifestyle role-modeling curriculum. Control centers (N = 16) received an attention control safety curriculum. Nutrition and physical activity data were collected at the beginning (T1) and at the end (T2) of the school year. Exploratory factor analysis identified positive and negative nutrition and physical activity practices by children, parents, and teachers. Intervention parents' baseline (β = .52, p < .0001) and school year consumption (β = .47, p < .0001) of fruits/vegetables significantly increased their children's consumption of fruits/vegetables from T1 to T2. Intervention parents significantly influenced a decrease in children's junk food consumption (β = -.04, p < .05), whereas control parents significantly influenced an increase in their children's junk food consumption (β = .60, p < .001) from T1 to T2. Control children showed a significant increase in junk food consumption (β = .11, p = .01) and sedentary behavior (β = .09, p < .005) from T1 to T2. Teachers did not significantly influence preschool-age children's nutrition or physical activity patterns from T1 to T2. Parent nutrition and physical activity patterns significantly influence their preschool-age children's consumption of fruits/vegetables, junk food, and level of sedentary behavior. Future obesity prevention intervention efforts targeting this age group should include parents as healthy lifestyle role models for their children.

Pre-service teachers’ approaches to a historical problem in mechanics

NASA Astrophysics Data System (ADS)

Malgieri, Massimiliano; Onorato, Pasquale; Mascheretti, Paolo; De Ambrosis, Anna

2014-09-01

In this paper we report on an activity sequence with a group of 29 pre-service physics teachers based on the reconstruction and analysis of a thought experiment that was crucial for Huygens’ derivation of the formula for the centre of oscillation of a physical pendulum. The sequence starts with student teachers approaching the historical problem and culminates in a guided inquiry activity in a video-based laboratory (VBL) setting using Tracker software. We collected data before, during and after the experimental activity by means of written questions, oral discussions and final reports. These documents provide insights into students’ initial and evolving conceptions, as well as their attitudes towards the activity. The analysis of data allows us to uncover and focus on relevant difficulties for future teachers in mastering the concepts of centre of mass and conservation of energy. Moreover, we find indications that the VBL environment makes a positive contribution by stimulating and improving students’ modelling abilities. In particular, we find a sharp increase in the percentage of students capable of producing coherent explanations and physical analyses for the Huygens’ pendulum system after the Tracker activity.

A cross-cultural, multilevel study of inquiry-based instruction effects on conceptual understanding and motivation in physics

NASA Astrophysics Data System (ADS)

Negishi, Meiko

Student achievement and motivation to learn physics is highly valued in many industrialized countries including the United States and Japan. Science education curricula in these countries emphasize the importance and encourage classroom teachers to use an inquiry approach. This dissertation investigated high school students' motivational orientations and their understanding of physics concepts in a context of inquiry-based instruction. The goals were to explore the patterns of instructional effects on motivation and learning in each country and to examine cultural differences and similarities. Participants consisted of 108 students (55 females, 53 males) and 9 physics teachers in the United States and 616 students (203 females and 413 males) and 11 physics teachers in Japan. Students were administered (a) Force Concept Inventory measuring physics conceptual understanding and (b) Attitudes about Science Questionnaire measuring student motivational orientations. Teachers were given a survey regarding their use of inquiry teaching practices and background information. Additionally, three teachers in each country were interviewed and observed in their classrooms. For the data analysis, two-level hierarchical linear modeling (HLM) methods were used to examine individual student differences (i.e., learning, motivation, and gender) within each classroom (i.e., inquiry-based teaching, teaching experience, and class size) in the U.S. and Japan, separately. Descriptive statistical analyses were also conducted. The results indicated that there was a cultural similarity in that current teaching practices had minimal influence on conceptual understanding as well as motivation of high school students between the U.S. and Japan. In contrast, cultural differences were observed in classroom structures and instructional approaches. Furthermore, this study revealed gender inequity in Japanese students' conceptual understanding and self-efficacy. Limitations of the study, as well as implications for high school physics teachers are discussed. Future research in this line could explore students' use of cognitive strategies to overcome misconceptions in Western and Eastern cultures. Also, exploring the best practices in changing student misconceptions and promoting motivation across cultures would enrich our understanding and current teaching practices.

Methodological pluralism in the teaching of Astronomy

NASA Astrophysics Data System (ADS)

de Macedo, Josué Antunes; Voelzke, Marcos Rincon

2015-04-01

This paper discusses the feasibility of using a teaching strategy called methodological pluralism, consisting of the use of various methodological resources in order to provide a meaningful learning. It is part of a doctoral thesis, which aims to investigate contributions to the use of traditional resources combined with digital technologies, in order to create autonomy for future teachers of Natural Sciences and Mathematics in relation to themes in Astronomy. It was offered an extension course at the "Federal Institution of Education, Science and Technology" in the North of Minas Gerais (FINMG), Campus Januaria, for thirty-two students of licentiate courses in Physics, Mathematics and Biological Sciences, involving themes of Astronomy, in order to search and contribute to improving the training of future teachers. The following aspects are used: the mixed methodology, with pre-experimental design, combined with content analysis. The results indicate the rates of students' prior knowledge in relation to Astronomy was low; meaningful learning indications of concepts related to Astronomy, and the feasibility of using digital resources Involving technologies, articulated with traditional materials in the teaching of Astronomy. This research sought to contribute to the initial teacher training, especially in relation to Astronomy Teaching, proposing new alternatives to promote the teaching of this area of knowledge, extending the methodological options of future teachers.

An exploratory study on attitudes toward inclusive education in Russia.

PubMed

Martz, Erin

2005-06-01

This exploratory study examined the attitudes toward inclusive education among Russian teachers, administrators and parents of students with and without disabilities (n=176). The results indicated that while there were no significant differences among teachers, administrators and parents of students with and without disabilities on overall attitudes toward inclusive education, there were significant differences in perspectives about the possible time-frame for implementing inclusive education. Generally speaking, school administrators and teachers tended to express the belief that inclusive education could be a reality even today, though many of this group thought that it might be a question of the near future or undefined future. Both groups of parents tended to think that inclusive education could occur in an undefined future. There were significant differences among the three groups about perceptions of responsibility for implementing inclusive education. Administrators, teachers and parents of students with disabilities viewed it as a responsibility of the school, while parents of students without disabilities viewed it as the government's duty. Further, the majority of respondents reported the lack of necessary conditions in schools and the lack of government policies and finances as the main barriers to inclusive education. These findings suggest two areas of intervention to promote the implementation of inclusive education in Russia: physical accessibility of schools and government support.

Investigating a redesigned physics course for future elementary teachers

NASA Astrophysics Data System (ADS)

Fracchiolla, Claudia

There is a growing concern that the number of students graduating with a STEM major in the U.S. is insufficient to fill the growing demand in STEM careers. In order to fulfill that demand, it is important to increase student retention in STEM majors and also to attract more students to pursue careers in those areas. Previous research has indicated that children start losing interest in science at the elementary level because science is taught with a focus on learning vocabulary and ideas rather than learning through inquiry-based techniques. A factor that affects the quality of science education at the elementary level is the preparation of elementary teachers. Many elementary teachers feel unprepared to teach science because they lack adequate content knowledge as well as the pedagogical content knowledge (PCK) for teaching the subject. Previous studies of teacher preparation in science identified some areas with which pre-service teachers need assistance. One of these areas is understanding children's ideas of science. To address that issue, this dissertation investigates whether the use of an instructional approach that teaches physics phenomena along with an understanding of how children think about the physical phenomena promotes changes in students' knowledge of children's ideas and use of those ideas in instructional and assessment strategies. Results indicated that students who were explicitly exposed to knowledge of children's ideas more often incorporated those ideas into their own microteaching and demonstrated higher levels of sophistication of knowledge of children's ideas, instructional strategies, and assessment strategies that incorporated those ideas. This research explores an instructional model for blending physics content and pedagogical content knowledge.

Physics Teachers' Views on Their Initial Teacher Education

ERIC Educational Resources Information Center

Buabeng, Isaac; Conner, Lindsey; Winter, David

2016-01-01

This paper explores New Zealand (NZ) physics teachers' and physics educators' views about Initial Teacher Education (ITE). Perspectives of physics teachers nationally indicated that in general, teachers considered themselves not well-prepared in some content areas including electronics, modern physics, and atomic and nuclear physics. This may be…

Lessons learned from the AFLY5 RCT process evaluation: implications for the design of physical activity and nutrition interventions in schools.

PubMed

Jago, R; Rawlins, E; Kipping, R R; Wells, S; Chittleborough, C; Peters, T J; Mytton, J; Lawlor, D A; Campbell, R

2015-09-23

Systematic reviews have highlighted that school-based diet and physical activity (PA) interventions have had limited effects. This study used qualitative methods to examine how the effectiveness of future primary (elementary) school diet and PA interventions could be improved. Data are from the Active For Life Year 5 (AFLY5) study, which was a cluster randomised trial conducted in 60 UK primary schools. Year 5 (8-9 years of age) pupils in the 30 intervention schools received a 12-month intervention. At the end of the intervention period, interviews were conducted with: 28 Year 5 teachers (including 8 teachers from control schools); 10 Headteachers (6 control); 31 parents (15 control). Focus groups were conducted with 70 year 5 pupils (34 control). Topics included how the AFLY5 intervention could have been improved and how school-based diet and PA interventions should optimally be delivered. All interviews and focus groups were transcribed and thematically analysed across participant groups. Analysis yielded four themes. Child engagement: Data suggested that programme success is likely to be enhanced if children feel that they have a sense of autonomy over their own behaviour and if the activities are practical. School: Finding a project champion within the school would enhance intervention effectiveness. Embedding diet and physical activity content across the curriculum and encouraging teachers to role model good diet and physical activity behaviours were seen as important. Parents and community: Encouraging parents and community members into the school was deemed likely to enhance the connection between schools, families and communities, and "create a buzz" that was likely to enhance behaviour change. Government/Policy: Data suggested that there was a need to adequately resource health promotion activity in schools and to increase the infrastructure to facilitate diet and physical activity knowledge and practice. Future primary school diet and PA programmes should find ways to increase child engagement in the programme content, identify programme champions, encourage teachers to work as role models, engage parents and embed diet and PA behaviour change across the curriculum. However, this will require adequate funding and cost-effectiveness will need to be established. ISRCTN50133740.

Focus and Folk Knowledge

ERIC Educational Resources Information Center

Landers, Dan; Kretchmar, Scott

2008-01-01

In this article, the authors argue that content misalignment is "not" a central problem in the preparation of future physical education teachers. The courses taught in most college curricula are generally relevant for professionals who will be teaching movement skills and exercise routines for enjoyment and healthful living to children. However,…

Physical activity and beverage consumption in preschoolers: focus groups with parents and teachers.

PubMed

De Craemer, Marieke; De Decker, Ellen; De Bourdeaudhuij, Ilse; Deforche, Benedicte; Vereecken, Carine; Duvinage, Kristin; Grammatikaki, Evangelia; Iotova, Violeta; Fernández-Alvira, Juan Miguel; Zych, Kamila; Manios, Yannis; Cardon, Greet

2013-03-27

Qualitative research is a method in which new ideas and strategies can be discovered. This qualitative study aimed to investigate parents' and teachers' opinions on physical activity and beverage consumption of preschool children. Through separate, independent focus groups, they expressed their perceptions on children's current physical activity and beverage consumption levels, factors that influence and enhance these behaviours, and anticipated barriers to making changes. Multi-cultural and multi-geographical focus groups were carried out in six European countries (Belgium, Bulgaria, Germany, Greece, Poland and Spain). In total, twenty-four focus groups with 122 parents and eighteen focus groups with 87 teachers were conducted between October 2010 and January 2011. Based on a semi-structured interview guide, questions on preschoolers' physical activity (opinions on preschoolers' physical activity, how to increase physical activity, facilitators and barriers of physical activity) and beverage consumption (rules and policies, factors influencing promotion of healthy drinking, recommendations for future intervention development) were asked. The information was analyzed using qualitative data analysis software (NVivo8). The focus group results indicated misperceptions of caregivers on preschoolers' physical activity and beverage consumption levels. Caregivers perceived preschoolers as sufficiently active; they argue that children need to learn to sit still in preparation for primary school. At most preschools, children can drink only water. In some preschools sugar-sweetened beverages like chocolate milk or fruit juices, are also allowed. It was mentioned that sugar-sweetened beverages can be healthy due to mineral and vitamin content, although according to parents their daily intake is limited. These opinions resulted in low perceived needs to change behaviours. Although previous research shows need of change in obesity-related behaviours, the participants in the current study didn't perceive such. The awareness of parents and teachers needs to be raised concerning their shared responsibility about healthy behaviours in preschoolers. Providing preschool teachers with ready-to-use classroom material will encourage them to change physical activity and beverage consumption, and to implement related activities in the classroom. Involvement in activities that their children perform at preschool will motivate parents to extend these behaviours to the home environment.

Student understanding of control of variables: Deciding whether or not a variable influences the behavior of a system

NASA Astrophysics Data System (ADS)

Boudreaux, Andrew; Shaffer, Peter S.; Heron, Paula R. L.; McDermott, Lillian C.

2008-02-01

The ability of adult students to reason on the basis of the control of variables was the subject of an extended investigation. This paper describes the part of the study that focused on the reasoning required to decide whether or not a given variable influences the behavior of a system. The participants were undergraduates taking introductory Physics and K-8 teachers studying physics and physical science in inservice institutes and workshops. Although most of the students recognized the need to control variables, many had significant difficulty with the underlying reasoning. The results indicate serious shortcomings in the preparation of future scientists and in the education of a scientifically literate citizenry. There are also strong implications for the professional development of teachers, many of whom are expected to teach control of variables to young students.

A randomized-control trial for the teachers' diploma programme on psychosocial care, support and protection in Zambian government primary schools.

PubMed

Kaljee, Linda; Zhang, Liying; Langhaug, Lisa; Munjile, Kelvin; Tembo, Stephen; Menon, Anitha; Stanton, Bonita; Li, Xiaoming; Malungo, Jacob

2017-04-01

Orphaned and vulnerable children (OVC) experience poverty, stigma, and abuse resulting in poor physical, emotional, and psychological outcomes. The Teachers' Diploma Programme on Psychosocial Care, Support, and Protection is a child-centered 15-month long-distance learning program focused on providing teachers with the knowledge and skills to enhance their school environments, foster psychosocial support, and facilitate school-community relationships. A randomized controlled trial was implemented in 2013-2014. Both teachers (n=325) and students (n=1378) were assessed at baseline and 15-months post-intervention from randomly assigned primary schools in Lusaka and Eastern Provinces, Zambia. Multilevel linear mixed models (MLM) indicate positive significant changes for intervention teachers on outcomes related to self-care, teaching resources, safety, social support, and gender equity. Positive outcomes for intervention students related to future orientation, respect, support, safety, sexual abuse, and bullying. Outcomes support the hypothesis that teachers and students benefit from a program designed to enhance teachers' psychosocial skills and knowledge.

New FINESSE Faculty Institutes for NASA Earth and Space Science Education

NASA Astrophysics Data System (ADS)

Slater, Timothy F.; Slater, Stephanie; Marshall, Sunette Sophia; Stork, Debra; Pomeroy, J. Richard R

2014-06-01

In a systematic effort to improve the preparation of future science teachers, scholars coordinated by the CAPER Center for Astronomy & Physics Education Research are providing a series of high-quality, 2-day professional development workshops, with year-round follow-up support, for college and university professors who prepare future science teachers to work with highly diverse student populations. These workshops focus on reforming and revitalizing undergraduate science teaching methods courses and Earth and Space science content courses that future teachers most often take to reflect contemporary pedagogies and data-rich problem-based learning approaches steeped in authentic scientific inquiry, which consistently demonstrate effectiveness with diverse students. Participants themselves conduct science data-rich research projects during the institutes using highly regarded approaches to inquiry using proven models. In addition, the Institute allocates significant time to illustrating best practices for working with diverse students. Moreover, participants leave with a well-formulated action plan to reform their courses targeting future teachers to include more data-rich scientific inquiry lessons and to be better focused on improving science education for a wide diversity of students. Through these workshops faculty use a backwards faded scaffolding mechanism for working inquiry into a deeper understanding of science by using existing on-line data to develop and research astronomy, progressing from creating a valid and easily testable question, to simple data analysis, arriving at a conclusion, and finally presenting and supporting that conclusion in the classroom. An updated schedule is available at FINESSEProgram.org

Finnish Cooperating Physics Teachers' Conceptions of Physics Teachers' Teacher Knowledge

ERIC Educational Resources Information Center

Asikainen, Mervi A.; Hirvonen, Pekka E.

2010-01-01

This article examines Finnish cooperating physics teachers' conceptions of teacher knowledge in physics. Six experienced teachers were interviewed. The data was analyzed to form categories concerning the basis of teacher knowledge, and the tradition of German Didaktik and Shulman's theory of teacher knowledge were used in order to understand the…

Teachers' and Students' Perceptions of Effective Physics Teacher Characteristics

ERIC Educational Resources Information Center

Korur, Fikret; Eryilmaz, Ali

2012-01-01

Problem Statement: What do teachers and students in Turkey perceive as the common characteristics of effective physics teachers? Purpose of Study: The first aim was to investigate the common characteristics of effective physics teachers by asking students and teachers about the effects of teacher characteristics on student physics achievement and…

Producing a Brighter Future by Changing a Trend

NASA Astrophysics Data System (ADS)

Gwinn, Elaine

2006-12-01

As production of physics teachers declines across the nation, efforts are being employed at Ball Statue University to change that trend. BSU has been a PhysTEC coalition member since the Fall of 2001 and continues to be a Principal Project Institution for the project. This presentation will show various methods that have shown success toward the goal of the recruitment of more and better prepared science teachers. This will be an overview of the entire project, showing the current methods being utilized as well as the successful techniques used in the past.

Sustaining Physics Teacher Education Coalition Programs in Physics Teacher Education

ERIC Educational Resources Information Center

Scherr, Rachel E.; Plisch, Monica; Goertzen, Renee Michelle

2017-01-01

Understanding the mechanisms of increasing the number of physics teachers educated per year at institutions with thriving physics teacher preparation programs may inspire and support other institutions in building thriving programs of their own. The Physics Teacher Education Coalition (PhysTEC), led by the American Physical Society (APS) and the…

An Interactive Environmental Science Course for Education Science Majors

ERIC Educational Resources Information Center

Lunsford, Suzanne K.; Slattery, William

2006-01-01

An interactive environmental science course was designed to provide a set of learning experiences that connect chemistry, geology, biology, physics, and math with the future careers as teachers. The environment deals with many factors contributing with the quality of life, such as the air, the water and the protective shelter of the atmosphere.

Formation of the Creativity of Students in the Context of the Education Informatization

ERIC Educational Resources Information Center

Ramankulov, Sherzod; Usembaeva, Indira; Berdi, Dinara; Omarov, Bakhitzhan; Baimukhanbetov, Bagdat; Shektibayev, Nurdaulet

2016-01-01

Information and communication technologies are an effective means of formation of the creative potential of future physics teachers, as with their science-based application in the educational process at the university they allow fully activating learning activities of students, and provide conditions for their creative self-realization in the…

Empathy in Future Teachers of the Pedagogical and Technological University of Colombia

ERIC Educational Resources Information Center

Herrera Torres, Lucía; Buitrago Bonilla, Rafael Enrique; Avila Moreno, Aida Karina

2016-01-01

This study analyzes cognitive and emotional empathy in students who started their training at the Education Science Faculty of the Pedagogical and Technological University of Colombia. The sample was formed by 317 students enrolled in the study programs of Preschool, Plastic Arts, Natural Sciences, Physical Education, Philosophy, Computer Science,…

Getting Girls in the Game: Action Research in the Gymnasium

ERIC Educational Resources Information Center

Robinson, Daniel B.

2013-01-01

This article presents an action research project focused on improving physical education (PE) for adolescent female students. One university researcher, three male PE teachers, and 13 of their most disengaged female students participated in the one-year, two-cycle, action research project. The process and results are offered so that future PE…

Teacher-as-Knowledge-Broker in a Futures-Oriented Health and Physical Education

ERIC Educational Resources Information Center

Macdonald, Doune

2015-01-01

The concept of brokering is usually aligned with a business model of an intermediary helping the customer/client with their decisions/choices. As knowledge becomes increasingly accessible, and of varied origins, quality and veracity, the number of professionals engaged in knowledge brokering is simultaneously increasing. This paper considers if…

High School Physics Teacher Outreach Programs at California State University Long Beach

NASA Astrophysics Data System (ADS)

Kwon, Chuhee; Pickett, Galen; Henriques, Laura

2013-03-01

One of the goals of the CSULB PhysTEC project has been to establish a physics teaching community that partners CSULB faculty, high school teachers, pre-service teachers, and physics students. In two years, we have created a solid sustainable Physics Teacher Network with local high school teachers. We will discuss the successful outreach programs for high school physics teachers at CSULB and the detailed logistics. Teacher-In-Residence (TIR), high school physics teachers working with the CSULB PhysTEC team, has provided invaluable input for designing and implementing outreach events. The department organizes biannual open house for local high school teachers and their students. The open house event is attended by pre-service teachers, physics undergraduate and graduate students, and faculty. We also host the monthly demo-sharing day that physics teachers bring and share topical demos, which has about 30 - 50 attendees each month. The CSULB PhysTEC project also distributes a monthly newsletter for local physics teachers with upcoming events and information about teaching, and this newsletter is organized and written by TIR. This work is supported by the PhysTEC grant.

Views about Physics Held by Physics Teachers with Differing Approaches to Teaching Physics

ERIC Educational Resources Information Center

Mulhall, Pamela; Gunstone, Richard

2008-01-01

Physics teachers' approaches to teaching physics are generally considered to be linked to their views about physics. In this qualitative study, the views about physics held by a group of physics teachers whose teaching practice was traditional were explored and compared with the views held by physics teachers who used conceptual change approaches.…

The GLAMA (Girls! Lead! Achieve! Mentor! Activate!) physical activity and peer leadership intervention pilot project: a process evaluation using the RE-AIM framework.

PubMed

Jenkinson, Kate A; Naughton, Geraldine; Benson, Amanda C

2012-01-19

Implementing new initiatives and physical activity interventions in schools represents a myriad of challenges that if overcome can potentially facilitate a range of behavioural changes. The aim of this paper is to describe the process evaluation of specific design constructs used in the GLAMA (Girls! Lead! Achieve! Mentor! Activate!) peer leadership and physical activity pilot project. Conducted in a state secondary school in Australia, the intervention was designed to provide students with opportunities to develop leadership skills, school and social connectedness in addition to a range of physical activity experiences. This process evaluation used the RE-AIM (Reach, Efficacy, Adoption, Implementation and Maintenance) health promotion evaluation framework to assess three design constructs of the intervention: the effectiveness of leadership training and leader preparedness, activity suitability and participation, and the barriers to implementation of the intervention and potential solutions to overcome these barriers. As it was not the specific aim of this pilot, no behavioural change data were collected from students. Data were collected using a mixed methods approach including student questionnaires, teachers and researchers reporting on their own observations and feedback from students. There were three main considerations evident across more than one RE-AIM dimension that need to be addressed to assist with future GLAMA dissemination. Firstly, the development of teacher, school and student participation. This needs to be through a variety of professional development opportunities for teachers, integration of the program within timetabled classes within the school and promoting the program to students as an opportunity to develop a range of skills to apply to future learning and workplace environments. Secondly, the successful translation of leadership training to practice is necessary to ensure that leaders are effectively able to motivate, facilitate and activate their teams. Finally, the need for consistent activity implementation requires sequential, competitive elements, purposeful team selection and clearly defined scoring and time periods for team 'challenges'. Factors that have the greatest impact on intervention success are those that come from within the school setting including: the structure of the curriculum, pressure to meet curriculum and assessment content, lack of support for new initiatives, multiple programs already running within the school, time allowances for teachers, appropriate training for teachers, and support for students to participate. These barriers need to be considered when developing all secondary school interventions.

Teaching Physics to Future Presidents

NASA Astrophysics Data System (ADS)

Jacobsen, Bob

2015-03-01

We present Berkeley's ``Physics for Future Presidents'' course. Created by Prof. Richard Muller, this is an introductory course aimed at preparing our students to make decisions in a physical, technological world. Organized around large topical areas like ``Energy,'' ``Gravity and Force,'' ``Nuclei and Radioactivity,'' and ``Invisible Light,'' we can cover in some depth the scientific issues involved in large-scale energy production via renewable and non-renewable resources, satellites including capabilities and limitations, nuclear power production including risk and waste, UV exposure including discussion of the ozone layer and cancer risk, etc. Although only a small bit of algebra is used, it's a deeply quantitative course. The class is structured around (1) traditional text readings and homework for basic material (2) demo- and discussion-based lectures and (3) readings and essays based on current articles and events. This third component raises student engagement and improves their reasoning & skeptical skills. It also makes the course challenging for both STEM and non-STEM students, and for future teachers.

Lesson Study as Professional Development within Secondary Physics Teacher Professional Learning Communities

NASA Astrophysics Data System (ADS)

Collins, Tonya Monique Nicki

Two Professional Learning Communities of physics teachers from different high schools voluntarily participated in Lesson Study as a means of professional development. The five teacher-participants and one participant-researcher partook of two Lesson Study cycles, each of which focused on student physics misconceptions. The Lesson Study resulted in two topics of physics: projectiles and gravitation. The researcher aimed to determine what happens to secondary physics teachers who undergo Lesson Study through this phenomenological case study. Specifically, (1) What is the process of Lesson Study with secondary physics teachers? and (2) What are the teacher-reported outcomes of Lesson Study with secondary physics teachers? Overall, Lesson Study provided an avenue for secondary physics teachers to conduct inquiry on their students in an attempt to better understand student thinking and learning. As a result, teachers collaborated to learn how to better meet the needs of their students and self-reported growth in many areas of teaching and teacher knowledge. The study resulted in twelve hypotheses to be tested in later research centering on idealizing the process of Lesson Study and maximizing secondary physics teacher growth.

Physical Activity Intensity, Lesson Context, and Teacher Interactions During an Unstructured Afterschool Physical Activity Program.

PubMed

Behrens, Timothy K; Miller, Daniel J; Schuna, John M; Liebert, Mina L

2015-12-01

Afterschool programs are promising arenas to improve youth physical activity (PA) levels. During the school year for 2012-2013, 5 elementary schools from a low-socioeconomic status (SES) school district in southern Colorado participated in evaluation of the afterschool program entitled Keep It Moving! (KIM). In this cross-sectional analysis we sought to evaluate the relationships among participant PA, teacher interaction, and lesson context during an unstructured afterschool PA program. Participants were third-fifth grade students enrolled in the KIM program at the 5 participating elementary schools and were assessed utilizing accelerometers and direct observation with the System for Observing Fitness Instruction Time (SOFIT). Program participants wore the accelerometer 37.1 ± 5.4 min session(-1). Approximately half of the time was spent in light PA (LPA) and 15.7 ± 5.3 min session(-1) in moderate to vigorous PA (MVPA). Game play was positively associated with LPA and negatively associated with MVPA. When teachers did not promote PA with students there was a positive association with sedentary activity (SA) and a negative association with MVPA. Lesson context and teacher interactions may be important factors associated with PA intensity of afterschool PA programming. Future research should address whether structured PA curricula may improve quality of afterschool PA programming. © 2015, American School Health Association.

Teacher stress and health; examination of a model.

PubMed

DeFrank, R S; Stroup, C A

1989-01-01

Stress in teaching derives from a variety of sources, and evidence exists linking such stress to physical and mental health concerns. Detailed examination of the linkages among personal factors, job stress, job satisfaction and symptomatology have not been done in this occupation, however, and the present study examines a model interrelating these variables. A survey of 245 predominantly female elementary school teachers in southeast Texas suggested that demographic factors and teaching background do not influence stress, satisfaction or health concerns. However, while job stress was the strongest predictor of job satisfaction, this stress had no direct relationship with health problems, an unexpected finding. Write-in responses by teachers indicated additional sources of stress, many of which were environmental or policy-based in nature. The implications of these findings for future research and stress management interventions for teachers are discussed.

The history and future of accelerator radiological protection.

PubMed

Thomas, R H

2001-01-01

The development of accelerator radiological protection from the mid-1930s, just after the invention of the cyclotron, to the present day is described. Three major themes--physics, personalities and politics--are developed. In the sections describing physics the development of shielding design though measurement, radiation transport calculations, the impact of accelerators on the environment and dosimetry in accelerator radiation fields are described. The discussion is limited to high-energy, high-intensity electron and proton accelerators. The impact of notable personalities on the development of both the basic science and on the accelerator health physics profession itself is described. The important role played by scholars and teachers is discussed. In the final section. which discusses the future of accelerator radiological protection, some emphasis is given to the social and political aspects that must he faced in the years ahead.

Responsibility for children's physical activity: parental, child, and teacher perspectives.

PubMed

Cox, Michele; Schofield, Grant; Kolt, Gregory S

2010-01-01

Some large-scale child physical activity campaigns have focused on the concept of responsibility, however, there are no measures which establish a link between responsible behavior and physical activity levels. To provide the basis of information required for the development of relevant measurement tools, this study examined the meaning of personal, parental, and third party responsibility for children's physical activity. Eight focus groups, comprising children aged 11-12 yrs, their parents, and teachers from two upper primary schools in Auckland, New Zealand, were conducted. Children (four groups; n=32), their parents (two groups; n=13), and teachers (two groups; n=15) were separated by socio-economic status, and children also by gender. The transcripts from the focus group interviews were then analysed using thematic induction methodology. Across the groups, participants commonly identified a number of behaviors that they felt were indicative of personal, parental, and third party responsibility for children's physical activity. These behaviors formed natural groups with common themes (e.g., self-management, safety), which in most cases were not impacted on by socio-economic status or gender. Responsibility was therefore found to be a concept that could be related to children's physical activity. It was suggested that these behaviors could be used as a starting point in understanding the relationship between responsibility and physical activity, and to assist with the development of measurement tools assessing the relationship between responsibility and levels of physical activity in the future. In turn, this may lead to the development of more targeted messages for large-scale physical activity campaigns. Copyright (c) 2009 Sports Medicine Australia. Published by Elsevier Ltd. All rights reserved.

A physiotherapy-directed occupational health programme for Austrian school teachers: a cluster randomised pilot study.

PubMed

Figl-Hertlein, A; Horsak, B; Dean, E; Schöny, W; Stamm, T

2014-03-01

Although physiotherapists have long advocated workplace health, school teachers have not traditionally been a focus of study by these professionals. However, classroom teaching contributes to a range of occupational health issues related to general health as well as ergonomics that can be prevented or addressed by physiotherapists. To undertake a pilot study to explore the potential effects of a physiotherapy-directed occupational health programme individualised for school teachers, develop study methodology and gather preliminary data to establish a 'proof of concept' to inform future studies. Cluster randomised pilot study using a convenience sample. Eight Austrian regional secondary schools. Schools and their teachers were recruited and allocated to an intervention group (IG, n=26 teachers) or a control group (CG, n=43 teachers). Teachers were eligible to participate if they reported no health issues that compromised their classroom responsibilities. The IG participated in an individualised physiotherapy-directed occupational health programme (six 30-minute sessions) related to ergonomics and stress management conducted over a 5-month semester. The CG had a pseudo-intervention of one oral education session. Primary outcomes included scores from the physical and mental components and health transition item of the Short-Form-36 Health Survey questionnaire (SF-36), and emotional well-being and resistance to stress items from the work-related behaviour and experience patterns questionnaire. Data were collected before and after one semester. The primary outcome measure, the SF-36 physical component score, showed a reduction in the CG and no change in the IG, meaning that the CG deteriorated over the study semester while the IG did not show any change. A physiotherapy-directed occupational health programme may prevent deterioration of physical health of school teachers in one semester (proof of concept). This pilot study provided valuable information to inform the design of replication and extension studies related to this work. Copyright © 2013 Chartered Society of Physiotherapy. Published by Elsevier Ltd. All rights reserved.

Does Teaching Experience Matter? The Beliefs and Practices of Beginning and Experienced Physics Teachers

NASA Astrophysics Data System (ADS)

Caleon, Imelda S.; Tan, Yuen Sze Michelle; Cho, Young Hoan

2018-02-01

This study utilized multiple data sources to examine the beliefs about learning and teaching physics and the instructional practices of five beginning teachers and seven experienced teachers from Singapore. Our study was implemented in the unique context of teachers teaching the topic of electricity to students grouped according to academic abilities. The topic of electricity is one of the most difficult physics topics for students to understand and for teachers to teach. It was found that the experienced teachers, compared to the beginning teachers, tended to have beliefs about teaching and learning physics that are closer to constructivist views. The majority of the teachers, particularly the beginning teachers, espoused beliefs about learning physics that were incongruent with their beliefs about teaching physics. Although transmission-oriented and teacher-directed practices dominated the classroom lessons of both groups of teachers, more elements of constructivist instruction were found in the classroom lessons of the experienced teachers. It was also found that the classroom practices of the teachers, especially those in their inductive years of teaching, were more aligned with their beliefs about learning physics than their beliefs about teaching physics.

Evaluation of Pre-Service Teacher Preparation for Achieving the National Standards for Beginning Physical Education Teachers

ERIC Educational Resources Information Center

Chen, Weiyun

2003-01-01

The aim of this study was to investigate pre-service physical education teachers' self-assessment of their competent levels in achieving the national standards for beginning physical education teachers (National Association for Sport and Physical Education (NASPE), 1995). One hundred seventy-three pre-service teachers in 10 physical education…

Use of Future Scenarios as a Pedagogical Approach for Science Teacher Education

NASA Astrophysics Data System (ADS)

Paige, Kathryn; Lloyd, David

2016-04-01

Futures studies is usually a transdisciplinary study and as such embraces the physical world of the sciences and system sciences and the subjective world of individuals and cultures, as well as the time dimension—past, present and futures. Science education, where student interests, opportunities and challenges often manifest themselves, can provide a suitable entry point for futures work. In this paper, we describe how we have used futures themes, concepts and techniques both implicitly and explicitly in our undergraduate middle school teacher education courses and, in particular, science curriculum and general studies courses. Taking a critical orientation to the past and the present in these courses enables the future to be more than a mere reproduction of the status quo and opens up a range of possible futures in the areas of current interest. For example, having studied middle school teaching and learning in mathematics and science, students explore the past, present and possible future of a natural part of a university campus. In a general studies course on the science of the Earth's atmosphere, students construct a normative futures scenario on living in a changing climate. One way to gain insight into an uncertain future is to construct scenarios. This technique has been used since the 1970s to bring issues of environment and development—areas with strong science content—to the attention of both scientists and policymakers.

High School Physics Textbooks, Resources and Teacher Resourcefulness: Results from the 2012-13 Nationwide Survey of High School Physics Teachers. Focus On

ERIC Educational Resources Information Center

Tesfaye, Casey Langer; White, Susan

2014-01-01

What textbooks are physics teachers using? How highly do they rate those textbooks? What other types of materials do teachers use? The textbooks and other resources used by high school physics teachers in the US have evolved along with the changing demands of physics classes and the evolving set of options available to teachers. In this report,…

THE ELEMENTARY SCHOOL CHILD AND HIS POSTURE PATTERNS.

ERIC Educational Resources Information Center

DAVIES, EVELYN A.

A CHILD'S POSTURE PATTERNS MAY LEAD TO AN ADULT'S PHYSICAL HANDICAP. THE MAIN THEME OF THIS BOOK IS TO SERVE AS A GUIDE FOR THE ELEMENTARY TEACHER OR PARENT IN THE DETECTION AND UNDERSTANDING OF DEVIATIONS FROM THE NORMAL POSTURE PATTERNS WHILE THE CHILD IS SITTING, STANDING, OR MOVING ABOUT SO AS TO PREVENT FUTURE HANDICAPPING CONDITIONS.…

Probing Pre- and In-service Physics Teachers' Knowledge Using the Double-Slit Thought Experiment

NASA Astrophysics Data System (ADS)

Asikainen, Mervi A.; Hirvonen, Pekka E.

2014-09-01

This study describes the use of the double-slit thought experiment as a diagnostic tool for probing physics teachers' understanding. A total of 9 pre-service teachers and 18 in-service teachers with a variety of different experience in modern physics teaching at the upper secondary level responded in a paper-and-pencil test and three of these teachers were interviewed. The results showed that the physics teachers' thought experiments with classical particles, light, and electrons were often partial. Many teachers also suffered a lack of the basic ideas and principles of physics, which probably hindered thought experimenting. In particular, understanding the ontological nature of classical particles, light and electrons seemed to be essential in performing the double-slit experiment in an appropriate way. However, the in-service physics teachers who had teaching experience in modern physics were more prepared for the double-slit thought experiment than the pre-service teachers. The results suggest that both thought experiments and the double-slit experiment should be given more weight in physics teacher education, even if experience in modern physics teaching at upper secondary school seems to some extent to develop teachers' abilities.

News

NASA Astrophysics Data System (ADS)

2001-09-01

EPS AWARD WINNERS Award for outreach to Physics Education authors; TEACHER TRAINING Helping teachers specialize in physics; AAPT SUMMER MEETING The science of light; AAPT SUMMER MEETING Do you believe in skepticism?; E-LEARNING Massive investment in Swedish online learning; UK SCIENCE YEAR News from Science Year; 11-16 CURRICULUM Naming the energy parts; TEACHER TRAINING Electronic Discussion Group for Trainee Teachers; PUBLICATIONS Physics on Course 2002; WALES Physics in Powys; HIGHER EDUCATION HE solutions to the physics teacher shortage; SCOTLAND The 27th Scottish Stirling Meeting; NORTHERN IRELAND Belfast physics teachers' meeting; SCOTLAND Physics Summer School, Edinburgh 2001; AAPT SUMMER MEETING Physics education research: massive growth; AAPT SUMMER MEETING Just-In-Time Teaching;

Research on U.S. physics teacher education

NASA Astrophysics Data System (ADS)

Meltzer, David E.

2014-03-01

College and university physics departments have long been the primary source of physics-specific education received by the nation's high school physics teachers, who now number nearly 30,000. Since the 1880s, U.S. physicists have set out specific expectations and recommendations for the education of physics teachers, and various methods and programs have been utilized to prepare these teachers. However, relatively little research has been done regarding the effectiveness of the various instructional methods. Only rarely have there been investigations of links between physics teacher education programs, and the learning outcomes of students taught by teachers who were educated in those programs. The available evidence suggests that physics teacher education programs that utilize materials and methods developed and validated through physics education research (PER) have been particularly effective in preparing well-qualified teachers. I will give an up-to-date review of the research in this area, and discuss relevant details of the investigation recently reported by the APS/AAPT/AIP Task Force on Teacher Education in Physics (T-TEP) [D. Meltzer, M. Plisch, and S. Vokos, editors, Transforming the Preparation of Physics Teachers: A Call to Action (APS, College Park, 2012)].

Extrapolations and prognostications

NASA Astrophysics Data System (ADS)

Swartz, Clifford E.

2000-01-01

It's that time of millennium again when we look to the past and prophesy about the future. My own family memories don't go much past the 20th century, although my wife is a direct descendant of a woman convicted of witchcraft in Salem. Not recently, of course. A century ago, my mother was going to school in a one-room schoolhouse with student desks in rows and a blackboard up front for the teacher. In high school she studied physics but there were no student laboratory exercises and only a few demonstrations by the teacher. She didn't like it.

Session Overview

NASA Astrophysics Data System (ADS)

Spencer, Cherrill

2010-02-01

High-school teachers are amongst the most important contributors to the development of the science and technology workforce of the future. Many of the more than 23,000 US high-school physics teachers are not adequately prepared to teach the subject. Only one-third of them, for example, majored in physics or physics education. Can inadequate teacher preparation be a factor in the poor performance of US students on international assessments of their achievements in science and physics? Since 1995 the Trends in International Mathematics and Science Study (TIMSS) has been administered four times to many hundreds of thousands of students in over 60 countries. TIMSS is used to measure trends in the mathematics and science knowledge and skills of fourth- and eighth-graders. The Program for International Student Assessment (PISA) has been administered three times since 2000, it focuses on 15-year-olds' capabilities in reading literacy, mathematics literacy, and science literacy. TIMSS Advanced (1995) assessed school-leaving students who have had special preparation in advanced mathematics and physics. In all these studies the US students, including the Advanced Placement physics students, scored below the international average, sometimes in the bottom third of countries! Three speakers have been invited to talk about the physics K-12 education systems in other countries, one that consistently scores at the top of the PISA (Finland) or score much higher than the USA on TIMSS ( various Northern European countries) and significantly better on recent bi-lateral comparisons (China). What can we learn from the physics teaching systems in these high-scoring countries that might be applied in the USA? There will be a panel discussion following the 3 invited talks, audience participation will be encouraged. )

Tactical Decision Competency of Preservice Physical Education Teacher Education Students

ERIC Educational Resources Information Center

Williams, Skip M.; Coleman, Margo M.; Henninger, Mary L.; Carlson, Kristin B.

2013-01-01

The most recent publication of the "National Standards and Guidelines for Physical Education Teacher Education" (National Association for Sport and Physical Education [NASPE], 2009) requires physical education teacher education (PETE) programs to demonstrate that teacher candidates display both tactical knowledge and physical competence.…

Forming of science teacher thinking through integrated laboratory exercises

NASA Astrophysics Data System (ADS)

Horváthová, Daniela; Rakovská, Mária; Zelenický, Ľubomír

2017-01-01

Within the three-semester optional course Science we have also included into curricula the subject entitled Science Practicum consisting of laboratory exercises of complementary natural scientific disciplines whose content exceeds the boundaries of relevant a scientific discipline (physics, biology, …). The paper presents the structure and selected samples of laboratory exercises of physical part of Science Practicum in which we have processed in an integrated way the knowledge of physics and biology at secondary grammar school. When planning the exercises we have proceeded from those areas of mentioned disciplines in which we can appropriately apply integration of knowledge and where the measurement methods are used. We have focused on the integration of knowledge in the field of human sensory organs (eye, ear), dolphins, bats (spatial orientation) and bees (ommatidium of faceted eye) and their modelling. Laboratory exercises are designed in such a way that they would motivate future teachers of natural scientific subjects to work independently with specialized literature of the mentioned natural sciences and ICT.

Beyond Concepts: Transfer From Inquiry-Based Physics To Elementary Classrooms

NASA Astrophysics Data System (ADS)

Harlow, Danielle B.; Otero, Valerie K.

2007-01-01

Physics education researchers have created specialized physics courses to meet the needs of elementary teachers. While there is evidence that such courses help teachers develop physics content knowledge, little is known about what teachers transfer from such courses into their teaching practices. In this study, we examine how one elementary teacher changed her questioning strategies after learning physics in a course for elementary teachers.

News Quantum physics: German Physical Society spring meeting Journal access: American Physical Society's online journals will be available for free in all US high schools Award: High-school physics teacher receives American award for excellence Teacher training: Fobinet offers coordination of teacher-training activities Astronomy: Astronomy fans see stars at Astrofest Conference: Delegates enjoy the workshops and activities at CPD conference Forthcoming events

NASA Astrophysics Data System (ADS)

2011-05-01

Quantum physics: German Physical Society spring meeting Journal access: American Physical Society's online journals will be available for free in all US high schools Award: High-school physics teacher receives American award for excellence Teacher training: Fobinet offers coordination of teacher-training activities Astronomy: Astronomy fans see stars at Astrofest Conference: Delegates enjoy the workshops and activities at CPD conference Forthcoming events

Knowledge, attitude and practice in emergency management of dental injury among physical education teachers: a survey in Bangalore urban schools.

PubMed

Mohandas, U; Chandan, G D

2009-01-01

The purpose of this study was to assess, by means of a self administered structured questionnaire, the level of Knowledge, Attitude and Practice of physical education teachers in Bangalore city with regards to emergency management of dental injuries. The questionnaire surveyed the physical education teacher's background, knowledge of management of tooth fracture, avulsion, luxation injuries, it also investigated physical education teacher's attitude and the way they handle the injuries. The sample consisted 580 teachers from 700 selected schools in Bangalore city. Chi-square test was applied to test the significance between trained and untrained teachers. Among the population 70% were males physical education teachers 30% were females. 95% of the teachers had physical education training and 5% did not have the training. 95% of the population had first aid component and 5% did not have. Only 25% of trained physical education teachers had correct knowledge about tooth identification and 17% among untrained teachers. 81% of trained teachers answered correctly regarding management of fractured anterior teeth against 27.5% of untrained teachers (P< 0.0002). The present report indicates that there is lack of knowledge and practice among physical education teachers in Bangalore city regarding emergency management of dental trauma. Educational programs to improve the knowledge and awareness among the teachers have to be implemented.

Effective Practices for Training and Inspiring High School Physics Teachers

NASA Astrophysics Data System (ADS)

Magee-Sauer, Karen

It is well-documented that there is a nationwide shortage of highly qualified high school physics teachers. Not surprising, institutions of higher education report that the most common number of physics teacher graduates is zero with the majority of institutions graduating less than two physics teachers per year. With these statistics in mind, it is critical that institutions take a careful look at how they recruit, train, and contribute to the retention of high school physics teachers. PhysTEC is a partnership between the APS and AAPT that is dedicated to improving and promoting the education of high school physics teachers. Primarily funded by the NSF and its partnering organizations, PhysTEC has identified key components that are common to successful physics teacher preparation programs. While creating a successful training program in physics, it is also important that students have the opportunity for a ``do-able'' path to certification that does not add further financial debt. This talk will present an overview of ``what works'' in creating a path for physics majors to a high school physics teaching career, actions and activities that help train and inspire pre-service physics teachers, and frameworks that provide the support for in-service teachers. Obstacles to certification and the importance of a strong partnership with colleges of education will be discussed. Several examples of successful physics high school teacher preparation programs will be presented. This material is part of the Physics Teacher Education Coalition project, which is based upon work supported by the National Science Foundation under Grant Nos. 0808790, 0108787, and 0833210.

Barriers and facilitators to the implementation of a school-based physical activity policy in Canada: application of the theoretical domains framework.

PubMed

Weatherson, Katie A; McKay, Rhyann; Gainforth, Heather L; Jung, Mary E

2017-10-23

In British Columbia Canada, a Daily Physical Activity (DPA) policy was mandated that requires elementary school teachers to provide students with opportunities to achieve 30 min of physical activity during the school day. However, the implementation of school-based physical activity policies is influenced by many factors. A theoretical examination of the factors that impede and enhance teachers' implementation of physical activity policies is necessary in order to develop strategies to improve policy practice and achieve desired outcomes. This study used the Theoretical Domains Framework (TDF) to understand teachers' barriers and facilitators to the implementation of the DPA policy in one school district. Additionally, barriers and facilitators were examined and compared according to how the teacher implemented the DPA policy during the instructional school day. Interviews were conducted with thirteen teachers and transcribed verbatim. One researcher performed barrier and facilitator extraction, with double extraction occurring across a third of the interview transcripts by a second researcher. A deductive and inductive analytical approach in a two-stage process was employed whereby barriers and facilitators were deductively coded using TDF domains (content analysis) and analyzed for sub-themes within each domain. Two researchers performed coding. A total of 832 items were extracted from the interview transcripts. Some items were coded into multiple TDF domains, resulting in a total of 1422 observations. The most commonly coded TDF domains accounting for 75% of the total were Environmental context and resources (ECR; n = 250), Beliefs about consequences (n = 225), Social influences (n = 193), Knowledge (n = 100), and Intentions (n = 88). Teachers who implemented DPA during instructional time differed from those who relied on non-instructional time in relation to Goals, Behavioural regulation, Social/professional role and identity, Beliefs about Consequences. Forty-one qualitative sub-themes were identified across the fourteen domains and exemplary quotes were highlighted. Teachers identified barriers and facilitators relating to all TDF domains, with ECR, Beliefs about consequences, Social influences, Knowledge and Intentions being the most often discussed influencers of DPA policy implementation. Use of the TDF to understand the implementation factors can assist with the systematic development of future interventions to improve implementation.

News Conference: Physics brings the community together Training: CERN trains physics teachers Education: World conference fosters physics collaborations Lecture: Physics education live at ASE Prize: Physics teacher wins first Moore medal Festival: European presidents patronize Science on Stage festival Videoconference: Videoconference brings Durban closer to the classroom

NASA Astrophysics Data System (ADS)

2012-03-01

Conference: Physics brings the community together Training: CERN trains physics teachers Education: World conference fosters physics collaborations Lecture: Physics education live at ASE Prize: Physics teacher wins first Moore medal Festival: European presidents patronize Science on Stage festival Videoconference: Videoconference brings Durban closer to the classroom

The Effects of Parental Depressive Symptoms, Appraisals, and Physical Punishment on Later Child Externalizing Behavior

PubMed Central

Callender, Kevin A.; Olson, Sheryl L.; Choe, Daniel E.; Sameroff, Arnold J.

2014-01-01

Examined a cognitive-behavioral pathway by which depressive symptoms in mothers and fathers increase risk for later child externalizing problem behavior via parents’ appraisals of child behavior and physical discipline. Participants were 245 children (118 girls) at risk for school-age conduct problems, and their parents and teachers. Children were approximately 3 years old at Time 1 (T1) and 5 ½ years old at Time 2 (T2). At T1, mothers and fathers reported their depressive symptoms, perceptions of their child’s reciprocal affection and responsiveness, frequency of physical punishment, and child externalizing problems. Mothers, fathers, and teachers provided ratings of externalizing behavior at T2. Structural equation modeling revealed that parents’ negative attributions mediated positive relations between their depressive symptoms and frequency of physical punishment for both fathers and mothers. More frequent physical punishment, in turn, predicted increased child externalizing behavior at T2. In future research, transactional mechanisms underlying effects of clinical depression on child conduct problems should be explored at multiple stages of development. For parents showing depressive symptoms, restructuring distorted perceptions about their children’s behavior may be an important component of intervention programs. PMID:21947616

The effects of parental depressive symptoms, appraisals, and physical punishment on later child externalizing behavior.

PubMed

Callender, Kevin A; Olson, Sheryl L; Choe, Daniel E; Sameroff, Arnold J

2012-04-01

Examined a cognitive-behavioral pathway by which depressive symptoms in mothers and fathers increase risk for later child externalizing problem behavior via parents' appraisals of child behavior and physical discipline. Participants were 245 children (118 girls) at risk for school-age conduct problems, and their parents and teachers. Children were approximately 3 years old at Time 1 (T1) and 5 ½ years old at Time 2 (T2). At T1, mothers and fathers reported their depressive symptoms, perceptions of their child's reciprocal affection and responsiveness, frequency of physical punishment, and child externalizing problems. Mothers, fathers, and teachers provided ratings of externalizing behavior at T2. Structural equation modeling revealed that parents' negative attributions mediated positive relations between their depressive symptoms and frequency of physical punishment for both fathers and mothers. More frequent physical punishment, in turn, predicted increased child externalizing behavior at T2. In future research, transactional mechanisms underlying effects of clinical depression on child conduct problems should be explored at multiple stages of development. For parents showing depressive symptoms, restructuring distorted perceptions about their children's behavior may be an important component of intervention programs.

Physical activity and beverage consumption in preschoolers: focus groups with parents and teachers

PubMed Central

2013-01-01

Background Qualitative research is a method in which new ideas and strategies can be discovered. This qualitative study aimed to investigate parents’ and teachers’ opinions on physical activity and beverage consumption of preschool children. Through separate, independent focus groups, they expressed their perceptions on children’s current physical activity and beverage consumption levels, factors that influence and enhance these behaviours, and anticipated barriers to making changes. Methods Multi-cultural and multi-geographical focus groups were carried out in six European countries (Belgium, Bulgaria, Germany, Greece, Poland and Spain). In total, twenty-four focus groups with 122 parents and eighteen focus groups with 87 teachers were conducted between October 2010 and January 2011. Based on a semi-structured interview guide, questions on preschoolers’ physical activity (opinions on preschoolers’ physical activity, how to increase physical activity, facilitators and barriers of physical activity) and beverage consumption (rules and policies, factors influencing promotion of healthy drinking, recommendations for future intervention development) were asked. The information was analyzed using qualitative data analysis software (NVivo8). Results The focus group results indicated misperceptions of caregivers on preschoolers’ physical activity and beverage consumption levels. Caregivers perceived preschoolers as sufficiently active; they argue that children need to learn to sit still in preparation for primary school. At most preschools, children can drink only water. In some preschools sugar-sweetened beverages like chocolate milk or fruit juices, are also allowed. It was mentioned that sugar-sweetened beverages can be healthy due to mineral and vitamin content, although according to parents their daily intake is limited. These opinions resulted in low perceived needs to change behaviours. Conclusions Although previous research shows need of change in obesity-related behaviours, the participants in the current study didn’t perceive such. The awareness of parents and teachers needs to be raised concerning their shared responsibility about healthy behaviours in preschoolers. Providing preschool teachers with ready-to-use classroom material will encourage them to change physical activity and beverage consumption, and to implement related activities in the classroom. Involvement in activities that their children perform at preschool will motivate parents to extend these behaviours to the home environment. PMID:23537117

How Does a Physical Education Teacher Become a Health and Physical Education Teacher?

ERIC Educational Resources Information Center

Lynch, Timothy

2017-01-01

The purpose of this study is to explore what the role of a health and physical education (HPE) specialist teacher in the primary school entails. The new Australian Curriculum: HPE Framework requires schools and teachers to implement the HPE key learning area. Many self-perceived physical education (PE) teachers have voiced concern about not…

School physics teacher class management, laboratory practice, student engagement, critical thinking, cooperative learning and use of simulations effects on student performance

NASA Astrophysics Data System (ADS)

Riaz, Muhammad

The purpose of this study was to examine how simulations in physics class, class management, laboratory practice, student engagement, critical thinking, cooperative learning, and use of simulations predicted the percentage of students achieving a grade point average of B or higher and their academic performance as reported by teachers in secondary school physics classes. The target population consisted of secondary school physics teachers who were members of Science Technology, Engineeering and,Mathematics Teachers of New York City (STEMteachersNYC) and American Modeling Teachers Association (AMTA). They used simulations in their physics classes in the 2013 and 2014 school years. Subjects for this study were volunteers. A survey was constructed based on a literature review. Eighty-two physics teachers completed the survey about instructional practice in physics. All respondents were anonymous. Classroom management was the only predictor of the percent of students achieving a grade point average of B or higher in high school physics class. Cooperative learning, use of simulations, and student engagement were predictors of teacher's views of student academic performance in high school physics class. All other variables -- class management, laboratory practice, critical thinking, and teacher self-efficacy -- were not predictors of teacher's views of student academic performance in high school physics class. The implications of these findings were discussed and recommendations for physics teachers to improve student learning were presented.

Library Media Facilities Access: Do You Really Want Your Library Media Center Used?

ERIC Educational Resources Information Center

Hart, Thomas L.

2005-01-01

In this article, the author discusses and provides some examples on how students and teachers should use library media centers. He also discusses the common problems with facilities design as it changes along with other aspects of society. He states that flexibility in design ensures that the physical facility will meet future program needs.…

"Dancing Class": Schooling the Dance in Colonial and Post-Colonial Hong Kong

ERIC Educational Resources Information Center

Vertinsky, Patricia; McManus, Alison; Sit, Cindy

2007-01-01

Dance education has not played a significant role in Hong Kong schools. Teacher education may be at a crossroads in determining its future directions in relation to dance as art rather than physical activity. Taking Marcel Mauss's characterizations of the techniques of the body as the ways in which, from society to society, people learn how to use…

Back to the Future: We Listened and We Learned

ERIC Educational Resources Information Center

Tannehill, Deborah

2005-01-01

Being asked to give the 39th Amy Morris Homans Commemorative Lecture at NAKPEHE is a tremendous honor. While certainly aware of Miss Homans' legacy related to the promotion of women, physical education, and the training of teachers, I admit it has been many years since revisiting details of her life and her work. In order to prepare my comments…

Beyond Recycling: Guiding Preservice Teachers to Understand and Incorporate the Deeper Principles of Sustainability

ERIC Educational Resources Information Center

Bauermeister, Maxine L.; Diefenbacher, Lori H.

2015-01-01

Sustainability is a term with an evolving definition that applies to more than the physical environment. It speaks to the interconnectivity of every action we take (or fail to take) and to human beings' relationships with one another and their environment. A sustainable future is one in which global citizens engage in critical thinking,…

"Like, We Don't Want to Be PE Teachers": Preservice Classroom Teachers' Beliefs about Physical Education and Willingness to Incorporate Physical Activity

ERIC Educational Resources Information Center

Linker, Jenny Mae; Woods, Amelia Mays

2018-01-01

The purpose of this study was to examine preservice elementary classroom teachers' (PCTs) beliefs about physical education and their willingness to incorporate physical activity as they progressed through an undergraduate physical education methods course. This course focused on quality physical education as well as the classroom teacher's role in…

Joint International Physics Summer School: Optics

NASA Astrophysics Data System (ADS)

Bondani, Maria; Allevi, Alessia; Soubusta, Jan; Haderka, Ondřej

2015-10-01

We report on the organization and realization of the Joint International Physics Summer School - Optics" devoted to High-School students. The idea of the School is to teach Physics through high-level experimental activities, suitably supported by introductory lectures and complemented by data analysis. The School is also open to the participation of a number of teachers, as an opportunity of refreshing their knowledge and increasing their experimental skills. Students and teachers are directly involved in the experimental activities. The aim of the activity is to stimulate students curiosity and interest and help them decide whether a future job career in Science could be suited for them. The School is organized in two weeks: the first in June-July in Como (Italy) at the Department of Science and High Technology and the second at the end of August in Olomouc (Czech Republic) at the Joint Laboratory of Optics. Two editions of the Summer School took place in 2013 and 2014 (overall 40 students and 3 teachers from Italy, 9 students from Czech Republic) and the third one will be in 2015. The first week of the School is devoted to introductory lectures (theoretical and experimental) to consolidate students' and teachers' knowledge of basic optics. The second week is devoted to several advanced experiments in linear, nonlinear, classical and quantum optics, performed in research laboratories. During the last day of the School, students are required to give a presentation of the results obtained during the experimental sessions.

The Survey and Analysis of Excellent Senior High School Physics Teachers' Professional Growth Actuality

ERIC Educational Resources Information Center

Sun, Haibin; Liu, Tingting

2010-01-01

Excellent senior high school physics teachers are the backbone power in the new course reform of physics in China. The excellent senior high school physics teachers' professional growth actuality in Shandong is surveyed in this article by the self-made "Questionnaire of Excellent Senior High School Physics Teachers' Professional Growth",…

A didactic proposal in the learning of Astronomy through paradigmatic changes

NASA Astrophysics Data System (ADS)

Girola, R.; Santos, M.

2011-10-01

We are presenting a paper about some work carried out with future teachers of secondary schools specialized in Physics, Astronomy and Mathematics from a teacher's training college in the city of Buenos Aires, Argentina. The objective was to develop pedagogic strategies to shape a critic, scientific teacher through three different situations: work, experiments, and the situation or problematic case. We have chosen three key moments in the development of Astronomy from the historic, social, philosophical, epistemology and scientific perspectives through the following paradigmatic confrontations: The geocentric/heliocentric theory, the great debate of Shapley and Curtis, and the problem of dark matter. For each case we have worked with the didactic model of confrontation and an epistemology which accompanies the significant learning in the construction of models and theories.

News Competition: Physics Olympiad hits Thailand Report: Institute carries out survey into maths in physics at university Event: A day for everyone teaching physics Conference: Welsh conference celebrates birthday Schools: Researchers in Residence scheme set to close Teachers: A day for new physics teachers Social: Network combines fun and physics Forthcoming events

NASA Astrophysics Data System (ADS)

2011-09-01

Competition: Physics Olympiad hits Thailand Report: Institute carries out survey into maths in physics at university Event: A day for everyone teaching physics Conference: Welsh conference celebrates birthday Schools: Researchers in Residence scheme set to close Teachers: A day for new physics teachers Social: Network combines fun and physics Forthcoming events

Determinants of Teachers' Intentions To Teach Physically Active Physical Education Classes.

ERIC Educational Resources Information Center

Martin, Jeffrey J.; Kulinna, Pamela Hodges; Eklund, Robert C.; Reed, Brett

2001-01-01

Investigated elementary and secondary teachers' intentions to teach physically active physical education classes, examining a model hypothesizing that teachers' intentions were determined by subjective norm, attitude, perceived behavioral control, and self-efficacy. Teacher surveys supported the theories of reasoned action and planned behavior.…

Is There a Future for Teacher Ed Curriculum? An Answer from History and Moral Philosophy

ERIC Educational Resources Information Center

Null, J. Wesley

2008-01-01

Is there a future for teacher ed "curriculum"? The author contends that he is not sure if there is a future for teacher ed curriculum, but if such a future is to exist, the answer will come only from history and moral philosophy. In this article, the author opines that individuals cannot make good decisions about the future of teacher ed…

Research on Preservice Physical Education Teachers' and Preservice Elementary Teachers' Physical Education Identities: A Systematic Review

ERIC Educational Resources Information Center

Keating, Xiaofen D.; Shangguan, Rulan; Zhou, Ke; Fan, Yao; Liu, Jingwen; Harrison, Louis

2017-01-01

The purposes of this project were to conduct an overall review of research on preservice physical education (PE) teacher (referred to preservice PE teachers as preservice specialist) and/or preservice elementary teacher (referred to preservice elementary teachers as preservice generalist) PE identities and to identify any new trends in research on…

Teachers' self-assessed levels of preparation

NASA Astrophysics Data System (ADS)

White, Susan C.

2016-02-01

Every four years we survey a nationally representative sample of high school physics teachers. We define anyone who teaches at least one physics class to be a "physics teacher." About 40% of these teachers teach a majority of their classes in subjects other than physics. We also ask teachers to rate how well prepared they felt in various aspects of teaching. The response choices are "not adequately prepared," "adequately prepared," and "very well prepared." The accompanying figure shows the proportion of teachers who reported feeling adequately or very well prepared in the following aspects of teaching: • Basic physics knowledge, • Other science knowledge, • Application of physics to everyday experience, • Use of demonstrations, • Instructional laboratory design, • Use of computers in physics instruction and labs, and • Recent developments in physics.

Development of preservice elementary teachers' science self- efficacy beliefs and its relation to science conceptual understanding

NASA Astrophysics Data System (ADS)

Menon, Deepika

Self-efficacy beliefs that relate to teachers' motivation and performance have been an important area of concern for preservice teacher education. This study used a mixed-methods approach to investigate the changes in preservice elementary teachers' science self-efficacy beliefs and the factors associated in a specialized elementary physics content course. In addition, the study is one of few to investigate the relationship between the changes in science self-efficacy beliefs and changes in physical science conceptual understanding. Participants included fifty-one preservice elementary teachers enrolled in two term of the physical science content course. Data collection and analysis procedures included both qualitative and quantitative measures. Data collection included implementation of Science Teaching Efficacy Belief Instrument-B (STEBI-B) (Bleicher, 2004) and Physical Science Concept Test as pre- and post-test, two semi-structured interviews with 18 participants (nine each semester), classroom observations and artifacts. A pre-post, repeated measures multivariate analysis of variance (MANOVA) design was used to test the significance of differences between the pre- and post-surveys across time. Results indicated statistically significant gains in participants' science self-efficacy beliefs on both scales of STEBI-B - personal science teaching beliefs and outcome expectancy beliefs. Additionally, a positive moderate relationship between science conceptual understandings and personal science teaching efficacy beliefs was found. Post-hoc analysis of the STEBI-B data was used to select 18 participants for interviews. The participants belonged to each group representing the low, medium and high initial levels of self-efficacy beliefs. Participants' responses indicated positive shifts in their science teacher self-image and confidence to teach science in future. Four categories that represented the course-related factors contributing towards science self-efficacy beliefs included: (1) enhanced science conceptual understandings, (2) active learning experiences, (3) teaching strategies, and (4) instructor as a role-model. Findings suggest that despite of the nature of prior science experiences preservice elementary teachers previously had, an exposure to a course that integrates relevant science content along with modeled instructional strategies can positively impact science self-efficacy beliefs. While some course elements such as active learning experiences and teaching models seemed to impact all groups positively, the low group participants were particularly influenced by the multiple representations of the content and the course instructor as a role model. These findings have important implications for preservice science teacher preparation programs.

Pre-Service Physics Teachers' Metacognitive Knowledge about Their Instructional Practices

ERIC Educational Resources Information Center

Yerdelen-Damar, Sevda; Özdemir, Ömer Faruk; Ünal, Cezmi

2015-01-01

This study aims to investigate pre-service physics teachers' metacognitive knowledge about their teaching practices. The participants included six pre-service physics teachers. A taxonomy of metacognition for teaching was developed to analyze the level of pre-service physics teachers' metacognitive knowledge about their teaching practices.…

Views of Physics Teachers on How to Address the Declining Enrolment in Physics at the University Level

ERIC Educational Resources Information Center

Oon, Pey-Tee; Subramaniam, R.

2010-01-01

Teachers' views are worth hearing in order to get ideas on how to address the trend of declining enrolment in physics at the university level, which is regarded as a global problem. This study explores physics teachers' views on how to encourage more students to study physics at the university level. A sample of 166 physics teachers in Singapore…

Second-career teachers

NASA Astrophysics Data System (ADS)

2012-11-01

Last month we saw that the age distribution for high school physics teachers skewed older than that of all teachers. We also noted that, even though they are older, at least three-fourths of the high school physics teachers indicated that they planned to teach high school for at least six more years. The figure shows the age and years of teaching experience for high school physics teachers. We see that almost 12% of the teachers who are 50 years old or older have five years or fewer of teaching experience. Thus, these are likely second-career teachers. The typical age range for second-career teachers is 33 to 59. However, the younger second-career teachers are more difficult to isolate because the average duration of the previous career is one and one-half to three years. In the December issue, we will look at teaching activities physics teachers use in the classroom, Susan White is Research Manager in the Statistical Research Center at the American Institute of Physics; she directs the Nationwide Survey of High School Physics Teachers. If you have any questions, please contact Susan at swhite@aip.org.

First Comes the Theory, Then the Practice? On the Acquisition of General Pedagogical Knowledge during Initial Teacher Education

ERIC Educational Resources Information Center

König, Johannes

2013-01-01

Teacher education systems worldwide are confronted with the essential question of how to foster both future teachers' theoretical and practical knowledge and to adequately enable future teachers to connect their theoretical and practical knowledge for teaching. This article investigates how future teachers acquire general pedagogical knowledge…

High School Physics Teacher Preparation: Results from the 2012-13 Nationwide Survey of High School Physics Teachers. Focus On

ERIC Educational Resources Information Center

White, Susan; Tyler, John

2015-01-01

This report examines teachers' self-assessed preparedness to teach physics, their membership in professional organizations, and where they turn for help when they have questions. Almost every teacher reports feeling at least adequately prepared to teach basic physics knowledge and the application of physics to everyday experience. The smallest…

High school physics and socioeconomics

NASA Astrophysics Data System (ADS)

White, Susan C.

2015-11-01

In our September column, we noted that Hispanic and African-American seniors were less likely to have taken a high school physics course than their peers, and we suggested that socioeconomic status (SES) played a role in the lower participation. In the figure, we display the proportion of seniors, of physics teachers, and of physics enrollments at schools by SES. While the number of seniors is roughly one-third in each group, physics enrollments differ dramatically by SES. Furthermore, the disparity in enrollments is greater than the disparity in physics teachers; this means that the teachers teaching physics at "better off" schools teach more physics than the physics teachers at "worse off" schools. Thus, a physics teacher at a "better off" school is more likely to teach a majority of their classes in physics.

The GLAMA (Girls! Lead! Achieve! Mentor! Activate!) physical activity and peer leadership intervention pilot project: A process evaluation using the RE-AIM framework

PubMed Central

2012-01-01

Background Implementing new initiatives and physical activity interventions in schools represents a myriad of challenges that if overcome can potentially facilitate a range of behavioural changes. The aim of this paper is to describe the process evaluation of specific design constructs used in the GLAMA (Girls! Lead! Achieve! Mentor! Activate!) peer leadership and physical activity pilot project. Conducted in a state secondary school in Australia, the intervention was designed to provide students with opportunities to develop leadership skills, school and social connectedness in addition to a range of physical activity experiences. Methods This process evaluation used the RE-AIM (Reach, Efficacy, Adoption, Implementation and Maintenance) health promotion evaluation framework to assess three design constructs of the intervention: the effectiveness of leadership training and leader preparedness, activity suitability and participation, and the barriers to implementation of the intervention and potential solutions to overcome these barriers. As it was not the specific aim of this pilot, no behavioural change data were collected from students. Data were collected using a mixed methods approach including student questionnaires, teachers and researchers reporting on their own observations and feedback from students. Results There were three main considerations evident across more than one RE-AIM dimension that need to be addressed to assist with future GLAMA dissemination. Firstly, the development of teacher, school and student participation. This needs to be through a variety of professional development opportunities for teachers, integration of the program within timetabled classes within the school and promoting the program to students as an opportunity to develop a range of skills to apply to future learning and workplace environments. Secondly, the successful translation of leadership training to practice is necessary to ensure that leaders are effectively able to motivate, facilitate and activate their teams. Finally, the need for consistent activity implementation requires sequential, competitive elements, purposeful team selection and clearly defined scoring and time periods for team 'challenges'. Conclusions Factors that have the greatest impact on intervention success are those that come from within the school setting including: the structure of the curriculum, pressure to meet curriculum and assessment content, lack of support for new initiatives, multiple programs already running within the school, time allowances for teachers, appropriate training for teachers, and support for students to participate. These barriers need to be considered when developing all secondary school interventions. PMID:22260195

Status on Texas Secondary Science Teachers

NASA Astrophysics Data System (ADS)

Mount, Jennifer; Fuller, Ed

2009-10-01

One of the most important challenges today facing public schools is the recruitment and retention of highly qualified science teachers. Policy makers in Texas adopted the 4x4 requirements for graduation, which will create an increase in the supply of science teachers. Dr. Fuller analyzed the topics concerning the shortage of secondary math and science teachers. Dr. Fuller's study clearly shows an acute shortage of well-qualified and adequately prepared secondary math and science teachers in Texas schools. The study also explains that schools serving large percentages of poor, minority, and/or low-achieving students have the least qualified teachers and the greatest shortages compared to other non-minority students. Recently, there has been a shift in teacher preparation programs. Most future teachers are being prepared by alternative certification programs and certification by exam. The attrition rates vary depending on teachers' route of certification. There is a shortage of math and science teachers in Texas, but is part of this shortage due to teacher migration? My research will expand on Dr. Fuller's study by looking at the attrition and migration rates on the subgroups of chemistry and physics teachers. Migration is typically overlooked in analytical studies because it does not change the overall supply of teachers. My study will investigate if science teachers are migrating to wealthier districts and/or higher achieving school. This presentation will summarize results found by Dr. Fuller's study as well as look at further research in science teacher attrition and migration rates.

The Role of Physical Educators in Helping Classroom Teachers to Promote Physical Activity

ERIC Educational Resources Information Center

Russ, Laura

2015-01-01

Elementary classroom teachers are an increasingly important constituency in school-based physical activity promotion. This article situates the need for classroom teacher physical-activity promotion at the intersection of what we know about teacher actions, what informs those actions, and what recent research has uncovered. Recommendations are…

The Development of a Physical Education Teachers' Physical Activity Self-Efficacy Instrument.

ERIC Educational Resources Information Center

Martin, Jeffrey J.; Kulinna, Pamela Hodges

2003-01-01

Developed a valid, reliable physical education teachers' physical activity self-efficacy scale for teaching classes in which students were engaged in high levels of physical activity. Results offer preliminary support for the psychometric properties of this instrument, which can help understand physical education teachers' efficacy in overcoming…

Multiple Strategies for Multiple Audiences: SJSU's Contributions to the Geoscience Education Community

NASA Astrophysics Data System (ADS)

Messina, P.; Metzger, E. P.

2007-12-01

Pre- and in-service teachers nationwide face increasing qualification and credentialing demands. This may be particularly true for secondary (9-12) science teachers and multiple subject (K-8) faculty. Traditional B.S. programs in Physics, Chemistry, Biology rarely require geoscience courses, yet those candidates wishing to pursue high school teaching may need to demonstrate Earth science content competency to qualify for a credential. If successful, they will likely be asked to teach a geoscience course at some point during their careers. Even more daunting is the plight of those in the K-8 arena: many current and prospective teachers have been forced to minimize science electives in lieu of increasing education requirements. National, state, and local teaching standards call for escalating emphases on the four geoscience sub- disciplines: geology, meteorology, oceanography, and space science. How can current and future teachers establish geoscience content and pedagogy competency when undergraduate curricula often substitute other (albeit valuable) requirements? How can current and future K-12 educators supplement their academic knowledge to substantiate "highly qualified" status, and (perhaps more importantly) to feel comfortable enough to share geoscience concepts with their students? How can we in higher education assist this population of already overcommitted, less experienced teachers? San Jose State University has developed a multi-pronged approach to meet several concurrent demands. Faculty from SJSU's Geology Department and Program in Science Education developed a course, Earth Systems and the Environment, that satisfies all four geoscience sub-disciplines' required content for teachers. While it is intended for future K-8 educators, it also carries general education certification, and has been adapted and delivered online since 2005. SJSU's in-service community can enroll in the 3 graduate credit, ESSEA (Earth Systems Science Education Alliance) courses for middle- and high-school teachers. These curricula use jig-saw and cooperative learning strategies to enhance educators' understanding, and to build confidence in teaching geoscience ideas by modeling effective pedagogy. The Bay Area Earth Science Institute (BAESI) augments these formal education options, offering summer and weekend workshops for which teachers may earn inexpensive university credit. Established in 1990, BAESI has served more than 1500 teachers with geoscientist- and master teacher-led workshops that supply standards- based Earth science concepts and effective strategies for teaching them.

Physics Teacher SOS: Supporting New Teachers without Pushing an Agenda

ERIC Educational Resources Information Center

Baird, Dean

2013-01-01

Few workshops for teachers focus primarily on instruction methods for basic high school physics. In Northern California, Physics Teacher SOS (PTSOS) has gained popularity doing just that. PTSOS workshops are directed toward early-career science teachers, though veterans are welcome too. The program is not influenced by scientific supply companies,…

Magnifying Pre-Service Generalist Teachers' Perceptions of Preparedness to Teach Primary School Physical Education

ERIC Educational Resources Information Center

Freak, Annette; Miller, Judith

2017-01-01

Background: Generalist teachers' confidence, competence and preparedness to teach Physical Education (PE) following Primary School Physical Education Teacher Education (PSPETE) has emerged as a research imperative. Yet little is known of teachers' perceptions of such matters. For teacher educators responding to the deficient delivery of primary…

Physical Education Teacher Change: Initial Validation of the Teacher Change Questionnaire-Physical Education

ERIC Educational Resources Information Center

Kern, Ben D.; Graber, Kim C.

2017-01-01

Program satisfaction, self-efficacy to change, and willingness to change, are dispositions that influence physical education teacher change. The study purpose was to validate an instrument measuring program satisfaction, self-efficacy to change, and willingness to change relative to teachers' likelihood to change. A 15-item Teacher Change…

Pre-Service Physical Education Teachers' Preference for Class Management Profiles and Teacher's Self-Efficacy Beliefs

ERIC Educational Resources Information Center

Yilmaz, Idris

2013-01-01

The present study aims to identify pre-service physical education teachers' class management profiles, teachers' self-efficacy and the relationship between their class management profiles and teacher self-efficacy beliefs. The universe comprised junior and senior students studying physical education teaching at six different universities (Ahi…

Teacher Education: Challenge for the Future.

ERIC Educational Resources Information Center

Quisenberry, Nancy L.

1987-01-01

Examines recent criticisms of teacher preparation and considers changes in teacher education over the past 10 years. Provides suggestions concerning future directions for teacher education programs. (PCB)

Using history of physics as a media to introduce and internalize characters values in physics instruction

NASA Astrophysics Data System (ADS)

Hindarto, N.; Nugroho, S. E.

2018-03-01

One important impact in the education process is the formation of one's attitude. A person's attitude is a manifestation of the value of a person's existing character. In the education process at school, the introduction and planting of character values can be integrated with the process of the schooling itself. The history of physics subject can be used in an integrated manner in the formation of attitudes simultaneously with the subject studied, so do inphysics learning. To know the utilization of the history of physics in integrating the character values in line with the process of physics learning, has been done a research to physics teachers at the physics teacher working group (known as MGMP Fisika) in Semarang city. The teachers have various perceptions toward the history of physics, at least the history of physics could be complemented to the physics, but they have not realized the usefulness of the history of physics in relation with the character education. Only about 42% of the physics teachers studied harnessed the history of physics for the development of education character attitudes integrated with the learning of physics itself. To achieve this goal physics teachers should carefully choose the right expression when explaining the phenomena and theories of physics. Recognizing the importance of the history of physics in a comprehensive physics learning, not just only to emphasize in the cognitive aspect, it is necessary to strengthen the mastery of physics history for prospective teachers and physics teachers through various ways.

Toward a Better Representation of Women in Physics in Burkina Faso

NASA Astrophysics Data System (ADS)

Kafando, P.; Sido-Pabyam, M. N.; Zerbo, I.

2009-04-01

Although 52% of Burkina Faso's population is women, boys receive preference in schooling. In 2006, only about 10% of the secondary school pupils were girls. At the University of Ouagadougou in 2000-2005 one quarter of the students were women, but just 5% of students in the sciences were women. This rate is dramatically lower in physics, both for the students (less than 1%) and for the teachers (only two women). This condition can be explained by religious and cultural considerations, financial and economic reasons, social pressure (mathematics, physics, and technology are dedicated to men), and future prospects for scientists in Burkina Faso. Some strategies to better feminize physics (and the sciences) in Burkina Faso are presented.

A Collaboration Between University and High School in Preparing Physics Teachers: Chicago State University's Teacher Immersion Institutea)

NASA Astrophysics Data System (ADS)

Sabella, Mel S.; Van Duzor, Andrea G.; Passehl, Jennie; Weisenburger, Kara

2012-05-01

Because of the diverse character of colleges and universities throughout the United States, it is naive to believe that a one-size-fits-all model of teacher preparation aligns with specific resources and student population needs. Exploring innovative models that challenge traditional programs is now being encouraged by organizations such as the American Association of Physics Teachers and the American Physical Society. Chicago State University (CSU) is now exploring exciting changes to its physics teacher preparation program by utilizing the expertise of Chicago Area teachers and early teaching experiences for students interested in, but not yet committed to, the physics teaching profession.

Are Future Teachers Ready to Embrace Mathematical Inquiry?

ERIC Educational Resources Information Center

Acosta, Daniel

2014-01-01

This article describes a project inspired by Liping Ma's "Exploring New Knowledge" in which future 7-12 grade mathematics teachers enrolled in a fall 2013 capstone course at a typical regional state university were assigned fictitious student conjectures. These future teachers (all current high school mathematics teachers) were…

Teacher Education Futures: Today's Trends, Tomorrow's Expectations

ERIC Educational Resources Information Center

Aubusson, Peter; Schuck, Sandy

2013-01-01

Education is facing significant political and contextual challenges that will impact its future. This study employs a Delphi methodology to investigate teacher educators' views of current trends and their consequences for teacher education futures. Interviews were conducted with a sample of expert teacher educators drawn from eight countries. This…

The "Box Universe" of 1 m[superscript 3]: An Activity for Introduction to the Study of Astronomy

ERIC Educational Resources Information Center

Longhini, Marcos Daniel

2009-01-01

This is a report of an activity of introduction to the study of astronomy developed with a group of future physics teachers at a Brazilian public university. Such activity had the goal of giving privileged emphasis to notions of spatiality, alternative conceptions of the participants, and the process of interaction among peers, with the objective…

An Integrated Approach to the Teaching and Learning of Science and Mathematics Utilising Technology--The Teachers' Perspective

ERIC Educational Resources Information Center

Johnston, Jennifer; Riordain, Maire Ni; Walshe, Grainne

2014-01-01

The concept and importance of curriculum integration in Science and Mathematics has come to the fore in the recent years (Czerniak, 2007). Ireland's Science and Mathematics performance is well documented and extensively reported in the media and elsewhere (e.g. Expert Group on Future Skills Needs, 2008; Task Force on the Physical Sciences, 2002).…

From students to researchers: The education of physics graduate students

NASA Astrophysics Data System (ADS)

Lin, Yuhfen

This dissertation aims to make two research contributions: (1) In physics education research, this work aims to advance our understanding of physics student learning at the graduate level. This work attempts to better understand how physics researchers and teachers are produced, and what factors support or encourage the process of becoming a researcher and a teacher. (2) In cognitive science research in the domain of expert/novice differences, researchers are interested in defining and understanding what expertise is. This work aims to provide some insight into some of the components of expertise that go into becoming a competent expert researcher in the domain of physics. This in turn may contribute to our general understanding of expertise across multiple domains. Physics graduate students learn in their classes as students, teach as teaching assistants, and do research with research group as apprentices. They are expected to transition from students to independent researchers and teachers. The three activities of learning, teaching, and research appear to be very different and demand very different skill-sets. In reality, these activities are interrelated and have subtle effects on each other. Understanding how students transition from students to researchers and teachers is important both to PER and physics in general. In physics, an understanding of how physics students become researchers may help us to keep on training physicists who will further advance our understanding of physics. In PER, an understanding of how graduate students learn to teach will help us to train better physics teachers for the future. In this dissertation, I examine physics graduate students' approaches to teaching, learning, and research through semi-structured interviews. The collected data is interpreted and analyzed through a framework that focuses on students' epistemological beliefs and locus of authority. The data show how students' beliefs about knowledge interact with their learning, teaching, and research activities. In many cases, their perception of the learning, teaching, or research environment influences their choice of learning, teaching, or research approach. Physics graduate students learn "the language of physics" from the core courses, but don't learn many transferable research skills from taking courses. Constrained by the teaching environment, many graduate students are not motivated to teach as teaching assistants. Some finishing graduate students have clearly become confident and able researchers, while others remain dependent on their advisors for even the simplest direction. The data also show that it is possible for a single graduate student to hold very distinct beliefs about learning and teaching between classroom and research settings. It is possible for a well-motivated graduate student to take unfavorable approach toward learning when the environment does not support learning for deep understanding. This dissertation attempts to distill out aspects of success in the graduate program and identify features of positive experiences that help graduate students to transition from students to competent and confident researchers. The data suggest that having graduate students treated as legitimate participants is the vital element for them to build their confidence as researchers and teachers.

The Reasons and Motivation for Pre-Service Teachers Choosing to Specialise in Primary Physical Education Teacher Education

ERIC Educational Resources Information Center

Spittle, Sharna; Spittle, Michael

2014-01-01

This study explored the reasons for pre-service teachers choosing to specialise in primary physical education and how these choices related to their motivation. Pre-service teachers who then elected to specialise in primary physical education (n = 248) completed the Attractors and Facilitators for Physical Education (AFPE) questionnaire and the…

Teacher Fidelity to a Physical Education Curricular Model and Physical Activity Outcomes

ERIC Educational Resources Information Center

Stylianou, Michalis; Kloeppel, Tiffany; Kulinna, Pamela; van der Mars, Han

2016-01-01

Background: This study was informed by the bodies of literature emphasizing the role of physical education in promoting physical activity (PA) and addressing teacher fidelity to curricular models. Purpose: The purpose of this study was to compare student PA levels, lesson context, and teacher PA promotion behavior among classes where teachers were…

I-LLINI Partnerships for 21st Century Teachers

NASA Astrophysics Data System (ADS)

Read, K.; Wong, K.; Charlevoix, D. J.; Tomkin, J.; Hug, B.; Williams, M.; Pianfetti, E.

2008-12-01

I-LLINI Partnerships is two-year State funded program to initiate enhance communication between the faculty at University of Illinois and K-12 teachers in the surrounding communities. The program focuses on math and science with a particular emphasis on the use of technology to teaching math and science to middle-school aged children. The Partnership provides participating teachers with a suite of technology including a computer, digital camera, and software, as well as a small stipend. University partners include representatives from the Departments of Mathematics as well as the Department of Atmospheric Sciences and the Department of Geology. The Atmospheric Sciences and Geology faculty have partnered to provide content using an Earth Systems Science approach to presenting content to the teachers. Additionally, teachers provide feedback to university faculty with relation to how they might better prepare future science teachers. Teacher participants are required to attend a series of workshops during the academic year as well as a summer workshop. The first workshop was held June 2008 on the University of Illinois campus. Our poster will highlight the first workshop providing a discussion and photographs of the activities, an analysis of the benefits and challenges - both to the university representatives as well as the teachers ­ and a summary of future changes planned for the 2009 summer workshop. During the second morning of the workshop, the science teachers participated in an EcoBlitz via a field trip to a collect data from a stream near campus. During the EcoBlitz, math teachers attended tutorial sessions on campus on statistical analysis software. The EcoBliz teachers were provided with instruments and equipment necessary to collect data on the weather conditions and water quality of the stream. Instruments included a temperature probe, turbidity sensor, dissolved oxygen sensor and a hand held weather instrument. Data was recorded with Vernier LabQuest data loggers. The participants also took pictures with the digital cameras provided through the partnership. During the afternoon session, water and air data was analyzed using TinkerPlots. The science teachers helped the math teachers understand the process of data collection, the physical environment where data was collected and the limitations of the instruments. The math teachers helped the science teachers to use the TinkerPlots software and find statistical representations of the data. A group discussion ensued with regard to the meaning of various statistical measures such as average and median and what they really mean when using real data. Feedback from the teachers was overwhelmingly positive, in particular the modeling of using science data to understand mathematical concepts. Several teachers planned to borrow the instruments and conduct similar activities in their science and math classrooms. Future work include conduct workshops for the participating teachers throughout the academic year to solicit from in-service teachers how university level science classes can be better tailored to pre-service teacher needs.

Consolidating Pre-Service Physics Teachers' Subject Matter Knowledge Using Didactical Reconstructions

ERIC Educational Resources Information Center

Mäntylä, T.; Nousiainen, M.

2014-01-01

In the Department of Physics, University of Helsinki, there are advanced physics courses designed for the needs of pre-service physics teachers. The starting point is that after introductory and intermediate physics courses, pre-service physics teachers know laws and definitions but the knowledge is quite fragmented and does not form coherent…

Work Ability of Finnish Physical Education Teachers

ERIC Educational Resources Information Center

Mäkelä, Kasper; Hirvensalo, Mirja

2015-01-01

In the physical education (PE) teachers' profession, physical tasks comprise a large part of the job. PE teachers identify their health as good, and they are satisfied with their job. Nevertheless, the work ability of PE teachers may be decreasing. Purpose: The purpose of this article was to explore the work ability of Finnish PE teachers. What…

Influence of a Physical Education Teacher's Disability on Middle School Pupils' Learning and Perceptions of Teacher Competence

ERIC Educational Resources Information Center

Bryant, Lance G.; Curtner-Smith, Matthew D.

2009-01-01

Limited research has investigated the problems encountered by physical education teachers who have disabilities and instruct able-bodied pupils. The purpose of this study was to examine the influence of a physical education teacher's disability on middle school pupils' perceptions of the teacher's competence and their learning. Participants were…

SKyTeach: Addressing the need for Science and Math Teachers in Kentucky

NASA Astrophysics Data System (ADS)

Bonham, Scott

2008-10-01

The shortage of good science and math teachers is a chronic problem that threatens to undermine the future of our profession and economy. While our world is becoming increasingly dependent on technology, many high schools do not even offer physics, in part due to of the unavailability of a qualified teacher. The entire state of Kentucky typically produces 0-2 new physics teachers per year, compared to 200+ elementary teachers per year from WKU alone. The picture is not much better in math and other sciences. SKyTeach is a new program at WKU to address this great need and is part of a national effort to replicate the successful UTeach program. The University of Texas UTeach program graduates 70-90 new math and science teachers a year, in the process providing them with a strong preparation based on current research on how people learn science and math, experience teaching in real classrooms from the start, and strong mentoring and support. UTeach graduates stay in the classroom at rates above the national average, and some fairly quickly move into leadership positions within their schools. A key element is good collaboration between the college of science, that of education, local P-12 schools, and others. Last year thirteen universities across the nation were selected as part of an effort to replicate the UTeach program nation-wide. This effort is supported by the National Science and Math Initiative in a partnership with the UTeach Institute. Our first cohort of students has started this fall, and we have had many successes and challenges as we move forward.

"Socratic Circles are a Luxury": Exploring the Conceptualization of a Dialogic Tool in Three Science Classrooms

NASA Astrophysics Data System (ADS)

Copelin, Michelle Renee

Research has shown that dialogic instruction promotes learning in students. Secondary science has traditionally been taught from an authoritative stance, reinforced in recent years by testing policies requiring coverage. Socratic Circles are a framework for student-led dialogic discourse, which have been successfully used in English language arts and social studies classrooms. The purpose of this research was to explore the implementation process of Socratic Circles in secondary science classes where they have been perceived to be more difficult. Focusing on two physical science classes and one chemistry class, this study described the nature and characteristics of Socratic Circles, teachers' dispositions toward dialogic instruction, the nature and characteristics of student discussion, and student motivation. Socratic Circles were found to be a dialogic support that influenced classroom climate, social skills, content connections, and student participation. Teachers experienced conflict between using traditional test driven scripted teaching, and exploring innovation through dialogic instruction. Students experienced opportunities for peer interaction, participation, and deeper discussions in a framework designed to improve dialogic skills. Students in two of the classrooms showed evidence of motivation for engaging in peer-led discussion, and students in one class did not. The class that did not show evidence of motivation had not been given the same scaffolding as the other two classes. Two physical science teachers and one chemistry teacher found that Socratic Circles required more scaffolding than was indicated by their peers in other disciplines such as English and social studies. The teachers felt that student's general lack of background knowledge for any given topic in physical science or chemistry necessitated the building of a knowledge platform before work on a discussion could begin. All three of the teachers indicated that Socratic Circles were a rewarding activity, beneficial to students, which they would use in the future.

Exploring what contributes to the knowledge development of secondary physics and physical science teachers in a continuous professional development context

NASA Astrophysics Data System (ADS)

Nelms, April Wagnon

This dissertation used qualitative methodologies, specifically phenomenological research, to investigate what contributes to the development of pedagogical content knowledge (PCK) of physics and physical science teachers who participate in a content-specific continuous professional development program. There were five participants in this study. The researcher conducted participant observations and interviews, rated participants degree of reformed teaching practices using the Reformed Teaching Observation Protocol, surveyed participants' self-efficacy beliefs using the Science Teacher Efficacy Belief Instrument "A," and rated participants'' level of PCK using the PCK Rubrics.. All data were analyzed, and a composite description of what contributes to physics and physical science teachers' PCK development through a continuous professional development program emerged. A theory also emerged from the participants' experiences pertaining to how teachers' assimilate new conditions into their existing teaching schema, how conditions change teachers' perceptions of their practice, and outcomes of teachers' new ideas towards their practice. This study contributed to the literature by suggesting emergent themes and a theory on the development of physics and physical science teachers' PCK. PCK development is theorized to be a spiral process incorporating new conditions into the spiral as teachers employ new science content knowledge and pedagogical practices in their individual classroom contexts.

Preparing prospective physics teachers to teach integrated science in junior high school

NASA Astrophysics Data System (ADS)

Wiyanto; Hartono; Nugroho, S. E.

2018-03-01

The physics education study program especially prepares its students to teach physics in senior high school, however in reality many its graduates have become science teachers in junior high school. Therefore introducing integrated science to prospective physics teachers is important, because based on the curriculum, science in the junior high school should be taught integratedly. This study analyzed integrated science teaching materials that developed by prospective physics teachers. Results from this study showed that majority of the integration materials that developed by the prospective physics teachers focused on topic with an overlapping concept or theme as connecting between two or three subjects.

Investigation of Learning Behaviors and Achievement of Vocational High School Students Using an Ubiquitous Physics Tablet PC App

NASA Astrophysics Data System (ADS)

Purba, Siska Wati Dewi; Hwang, Wu-Yuin

2017-06-01

In this study, we designed and developed an app called Ubiquitous-Physics (U-Physics) for mobile devices like tablet PC or smart phones to help students learn the principles behind a simple pendulum in Physics. The unique characteristic of U-Physics is the use of sensors on mobile devices to collect acceleration and velocity data during pendulum swings. The data collected are transformed to facilitate students' understanding of the pendulum time period. U-Physics helped students understand the effects of pendulum mass, length, and angle in relation to its time period. In addition, U-Physics was equipped with an annotation function such as textual annotation to help students interpret and understand the concepts and phenomena of the simple pendulum. U-Physics also generated graphs automatically to demonstrate the time period during which the pendulum was swinging. Results showed a significant positive correlation between interpreting graphs and applying formula. This finding indicated that the ability to interpret graphs has an important role in scientific learning. Therefore, we strongly recommend that physics teachers use graphs to enrich students' information content and understanding and negative correlation between pair coherence and interpreting graphs. It may be that most of the participants (vocational high school students) have limited skill or confidence in physics problem solving; so, they often seek help from teachers or their high-achieving peers. In addition, the findings also indicated that U-Physics can enhance students' achievement during a 3-week time period. We hope that this app can be globally used to learn physics in the future.

Coteaching in Physical Education: A Strategy for Inclusive Practice

ERIC Educational Resources Information Center

Grenier, Michelle

2011-01-01

Qualitative research methods were used to explore the factors that informed general and adapted physical education teachers' coteaching practices within an inclusive high school physical education program. Two physical education teachers and one adapted physical education teacher were observed over a 16-week period. Interviews, field notes, and…

Effects of interactive technology, teacher scaffolding and feedback on university students' conceptual development in motion and force concepts

NASA Astrophysics Data System (ADS)

Stecklein, Jason Jeffrey

The utilization of interactive technologies will affect learning in science classrooms of the future. And although these technologies have improved in form and function, their effective employment in university science classrooms has lagged behind the rapid development of new constructivist pedagogies and means of instruction. This dissertation examines the enlistment of instructional technologies, in particular tablet PCs and DyKnow Interactive Software, in a technologically enhanced, university-level, introductory physics course. Results of this qualitative case study of three university students indicate that (1) the use of interactive technology positively affects both student learning within force and motion and self-reported beliefs about physics, (2) ad hoc use of instructional technologies may not sufficient for effective learning in introductory physics, (3) student learners dictate the leveraging of technology in any classroom, and (4) that purposeful teacher structuring of classroom activities with technologies are essential for student construction of knowledge. This includes designing activities to elicit attention and make knowledge visible for low-level content, while augmenting student interactions and modelling procedural steps for higher-level content.

Playing it safe: addressing the emotional and physical health of lesbian and gay pupils in the U.K.

PubMed

Warwick, I; Aggleton, P; Douglas, N

2001-02-01

Compared to young people in general, young lesbians and gay men can face specific challenges to their physical and emotional well-being. These include discrimination, victimization, homophobic bullying and an elevated suicide risk. Relative to initiatives which attempt to address bullying in general, little has been done in schools in the U.K. to address physical and verbal homophobic bullying. This paper reports on an exploratory study to examine teachers' perceptions of homophobic bullying, the responses made to this form of bullying, and the factors which impact on the provision of education and support to lesbian and gay pupils. Findings suggested that teachers were aware of homophobic bullying but were confused, unable or unwilling to address the needs of lesbian and gay pupils. Implications for policy, practice and research are discussed. While current U.K. Government policy promoting Healthy Schools and Citizenship education offers hope for the future, much remains to be done to ensure that such initiatives are inclusive of all pupils. Copyright 2001 The Association for Professionals in Services for Adolescents.

Future Teachers' Perceptions of Themselves as Writers and Teachers of Writing: Implications for Teacher Education Programs.

ERIC Educational Resources Information Center

Bowie, Robert L.

A study investigated how future teachers viewed themselves as writers and writing teachers and how these identities were being addressed in teacher education programs. Subjects, 226 student teachers at Middle Tennessee State University, responded to a questionnaire designed to measure both writing apprehension and beliefs about the role and…

Pre-Service Teachers Observations of Experienced Teachers

ERIC Educational Resources Information Center

Jenkins, Jayne M.

2014-01-01

Assigning pre-service teachers to observe experienced teachers is a common practice in teacher preparation programs. The purpose of this study was to identify what physical education pre-service teachers observe when watching an experienced teacher. While enrolled in a methods of teaching physical education course and engaged in their second…

Pre-Service Physics Teachers' Opinions about the Difficulties in Understanding Introductory Quantum Physics Topics

ERIC Educational Resources Information Center

Kizilcik, Hasan Sahin; Yavas, Pervin Ünlü

2017-01-01

The aim of this study is to identify the opinions of pre-service physics teachers about the difficulties in introductory quantum physics topics. In this study conducted with twenty-five pre-service physics teachers, the case study method was used. The participants were interviewed about introductory quantum physics topics. The interviews were…

Support for New Physics Teachers

NASA Astrophysics Data System (ADS)

Adrian, Brian W.; Zollman, D.; Stevens, S.

2006-12-01

Teachers of physics can often lack the type of support they desperately need. The Physics Teaching Web Advisory (Pathway) is a dynamic digital library for physics teaching that is designed to offer such support. Carnegie Mellon University’s synthetic interview technology provides the foundation for a system that allows physics teachers to ask questions of a virtual mentor and get video responses. A log of the questions asked of our system provides a rich database of information about just what types of support teachers are requesting. This talk will present a summary of the common types of questions teachers ask. Such information is valuable as we design support systems for physics teachers, both new and experienced. In addition, recent progress and developments will be discussed. Supported by NSF grant numbers DUE-0226157, DUE-0226219, ESI-0455772 & ESI-0455813

Particle physics for primary schools—enthusing future physicists

NASA Astrophysics Data System (ADS)

Pavlidou, M.; Lazzeroni, C.

2016-09-01

In recent years, the realisation that children make decisions and choices about subjects they like in primary school, became widely understood. For this reason academic establishments focus some of their public engagement activities towards the younger ages. Taking advantage of Professor Lazzeroni’s long-standing experience in particle physics research, during the last academic year we designed and trialled a particle physics workshop for primary schools. The workshop allows young children (ages 8-11) to learn the world of fundamental particles, use creative design to make particle models. The workshop has already been trialled in many primary schools, receiving very positive evaluation. The initial resources were reviewed and improved, based on the feedback received from school teachers and communicators.

Tracking the Career Paths of Physics Teachers in Texas

ERIC Educational Resources Information Center

Mount, Jennifer; Marshall, Jill; Fuller, Edward

2013-01-01

In Texas, and some other states, there is a documented shortage of physics teachers, in terms of both number and qualifications. The shortage in Texas is due as much to teachers leaving the field (attrition) as to a lack of teachers entering. There are efforts under way to prepare more and better-qualified physics teachers who will stay in the…

The Impact of the Louisiana State University Physics Entrance Requirement on Secondary Physics in Louisiana

NASA Astrophysics Data System (ADS)

McCoy, Michael Hanson

State Department of Education data was examined to determine the number of students enrolled in physics, physics class number, physics teacher number, and physics teacher certification. Census data from public and nonpublic school teachers, principals, and superintendents was analyzed. Purposive sampling of seven public and four nonpublic schools was used for site visitation including observations of physics classes, interviews of teachers and principals, and document acquisition. The literature base was drawn from a call for an increase in academic requirements in the sciences by the National Commission on Excellence in Education, the Southern Regional Education Board, the American Association for Advancement in the Sciences, and numerous state boards of education. LSU is the only major state university to require physics as an academic admission standard. Curriculum changes which influenced general curriculum change were: leveling of physics classes; stressing concepts, algebra, and doing problems in level-one; stressing trigonometry and problem solving in level-two; and increased awareness of expectations for university admission. Certified physics teachers were positive toward the requirement. The majority adopted a "wait-and-see" attitude to see if the university would institute the physics standard. Some physics teachers, nonphysics majors, were opposed to the requirement. Those who were positive remained positive. Those who developed the wait-and-see adopted the leveled physics course concept in 1989 and were positive toward the requirement. College-bound physics was taught prior to the requirement. The State Department of Education leveled physics in 1989. Level-one physics was algebra and conceptual based, level-two physics was trigonometry based, and a level-three physics, advanced placement was added. Enrollment doubled in public schools and increased 40% in nonpublic schools. African-American enrollment almost doubled in public and nonpublic schools. Oriental enrollment increased 40% in public schools. Hispanic enrollment increased 120% in public schools. Female enrollment in public schools increased 27.6% and 10% in nonpublic schools. The number of physics faculty members increased 33% in public schools and 25% in nonpublic schools. Newly certified physics teachers increased 80% although demand exceeded teacher supply. The proportion of certified to noncertified public school physics teachers declined 12% and spiraled downward 25% for nonpublic school physics teachers.

Measuring Teacher Effectiveness in Physical Education

ERIC Educational Resources Information Center

Rink, Judith E.

2013-01-01

This article summarizes the research base on teacher effectiveness in physical education from a historical perspective and explores the implications of the recent emphasis on student performance and teacher observation systems to evaluate teachers for physical education. The problems and the potential positive effects of using student performance…

Educating Primary Teachers to Teach Physical Education

ERIC Educational Resources Information Center

Tsangaridou, Niki

2012-01-01

Research evidence suggests that, worldwide, physical education in early years is mainly taught by primary teachers (Graber et al., 2008; Hunter, 2006; Kirk, 2005). Descriptions of primary teachers' experiences of teaching physical education are particularly essential as an avenue for developing better-quality teacher training for teaching primary…

Generation of Graphite Particles by Abrasion and Their Characterization

NASA Astrophysics Data System (ADS)

Troy, Raymond Steven

Self-efficacy beliefs that relate to teachers' motivation and performance have been an important area of concern for preservice teacher education. This study used a mixed-methods approach to investigate the changes in preservice elementary teachers' science self-efficacy beliefs and the factors associated in a specialized elementary physics content course. In addition, the study is one of few to investigate the relationship between the changes in science self-efficacy beliefs and changes in physical science conceptual understanding. Participants included fifty-one preservice elementary teachers enrolled in two term of the physical science content course. Data collection and analysis procedures included both qualitative and quantitative measures. Data collection included implementation of Science Teaching Efficacy Belief Instrument-B (STEBI-B) (Bleicher, 2004) and Physical Science Concept Test as pre- and post-test, two semi-structured interviews with 18 participants (nine each semester), classroom observations and artifacts. A pre-post, repeated measures multivariate analysis of variance (MANOVA) design was used to test the significance of differences between the pre- and post-surveys across time. Results indicated statistically significant gains in participants' science self-efficacy beliefs on both scales of STEBI-B - personal science teaching beliefs and outcome expectancy beliefs. Additionally, a positive moderate relationship between science conceptual understandings and personal science teaching efficacy beliefs was found. Post-hoc analysis of the STEBI-B data was used to select 18 participants for interviews. The participants belonged to each group representing the low, medium and high initial levels of self-efficacy beliefs. Participants' responses indicated positive shifts in their science teacher self-image and confidence to teach science in future. Four categories that represented the course-related factors contributing towards science self-efficacy beliefs included: (1) enhanced science conceptual understandings, (2) active learning experiences, (3) teaching strategies, and (4) instructor as a role-model. Findings suggest that despite of the nature of prior science experiences preservice elementary teachers previously had, an exposure to a course that integrates relevant science content along with modeled instructional strategies can positively impact science self-efficacy beliefs. While some course elements such as active learning experiences and teaching models seemed to impact all groups positively, the low group participants were particularly influenced by the multiple representations of the content and the course instructor as a role model. These findings have important implications for preservice science teacher preparation programs.

Childhood Obesity and Physical Activity-Friendly School Environments.

PubMed

Ip, Patrick; Ho, Frederick Ka-Wing; Louie, Lobo Hung-Tak; Chung, Thomas Wai-Hung; Cheung, Yiu-Fai; Lee, So-Lun; Hui, Stanley Sai-Chuen; Ho, Walter King-Yan; Ho, Daniel Sai-Yin; Wong, Wilfred Hing-Sang; Jiang, Fan

2017-12-01

Childhood obesity may be related to school environment, but previous studies often focused on food environment only. This study aimed to examine the relationship between school physical activity environment and childhood obesity. This is a cross-sectional study with multilevel data collected on school physical activity environment using teacher questionnaires, students' growth, and obesity status from electronic health records, and neighborhood socioeconomic status from census data. This study included 208 280 students (6-18 years of age) from 438 schools (45% of Hong Kong). Prevalence of obesity was 5.0%. After controlling for socioeconomic status and intraschool correlation, robust Poisson regression revealed a reduced obesity risk associated with higher teachers' perceived physical activity benefits (risk ratio 0.96, 95% CI 0.94-0.99, P = .02), physical activity teaching experience (0.93, 0.91-0.96, P < .001), school campus size (0.93, 0.87-0.99, P = .02), physical activity ethos (0.91, 0.88-0.94, P < .001), number of physical activity programs (0.93, 0.90-0.96, P < .001), and physical activity facilities (0.87, 0.84-0.90, P < .001). Students in schools with at least 3 physical activity-friendly environmental factors (11.7%) had a much lower risk of obesity (0.68, 0.62-0.75, P < .001) than those without (23.7%). A physical activity-friendly school environment is associated with lower risk of obesity. School physical activity environment should be considered in future epidemiologic and intervention studies. Copyright © 2017 Elsevier Inc. All rights reserved.

Teachers' Perceptions of Physical Aggression among Secondary School Students: A New Zealand View

ERIC Educational Resources Information Center

Marsh, Louise; Williams, Sheila; McGee, Rob

2009-01-01

Previous research has found differences between adults' and students' perceptions of adolescents' aggressive behaviour. This study examines teachers' perceptions of physical aggression among New Zealand secondary school students. A survey assessed teachers' perceptions of problematic behaviour, and physical aggression by students towards teachers.…

Teachers' Knowledge about and Views of the National Standards for Physical Education

ERIC Educational Resources Information Center

Chen, Weiyun

2006-01-01

This study investigated the current levels of teachers' knowledge about and views of the National Standards for Physical Education (NASPE, 1995) and factors that influenced the teachers' understandings and interpretations of the standards. Twenty-five elementary and secondary physical education teachers voluntarily participated in this study. Data…

First-Hand Participation: Illuminating Teachers' Self-Perceptions of Physical Activity Delivery

ERIC Educational Resources Information Center

Till, Jude; Ferkins, Lesley

2014-01-01

The study examines school-based physical activity in investigating teachers' perceptions of a physical activity-related professional development (PD) intervention in New Zealand primary schools. Eighteen semi-structured interviews with six teachers from two schools was the primary data collection method. Using a selected programme, teachers'…

Influence of Children's Physical Attractiveness on Teacher Expectations.

ERIC Educational Resources Information Center

Kenealy, Pamela; And Others

1988-01-01

Ratings of the physical attractiveness of 11-to-12-year-old children were obtained, and the association between physical attractiveness and teachers' judgements of these children were examined. Teachers revealed a systematic tendency to rate girls higher than boys, and significant sex differences were observed in teachers' ratings of…

[Problem based learning from the perspective of tutors].

PubMed

Navarro Hernández, Nancy; Illesca P, Mónica; Cabezas G, Mirtha

2009-02-01

Problem based learning is a student centered learning technique that develops deductive, constructive and reasoning capacities among the students. Teachers must adapt to this paradigm of constructing rather than transmitting knowledge. To interpret the importance of tutors in problem based learning during a module of Health research and management given to medical, nursing, physical therapy, midwifery, technology and nutrition students. Eight teachers that participated in a module using problem based learning accepted to participate in an in depth interview. The qualitative analysis of the textual information recorded, was performed using the ATLAS software. We identified 662 meaning units, grouped in 29 descriptive categories, with eight emerging meta categories. The sequential and cross-generated qualitative analysis generated four domains: competence among students, competence of teachers, student-centered learning and evaluation process. Multiprofessional problem based learning contributes to the development of generic competences among future health professionals, such as multidisciplinary work, critical capacity and social skills. Teachers must shelter the students in the context of their problems and social situation.

Pedagogical Content Knowledge and Preparation of High School Physics Teachers

ERIC Educational Resources Information Center

Etkina, Eugenia

2010-01-01

This paper contains a scholarly description of pedagogical practices of the Rutgers Physics/Physical Science Teacher Preparation program. The program focuses on three aspects of teacher preparation: knowledge of physics, knowledge of pedagogy, and knowledge of how to teach physics (pedagogical content knowledge--PCK). The program has been in place…

Elementary Physical Education Teachers' Content Knowledge of Physical Activity and Health-Related Fitness

ERIC Educational Resources Information Center

Santiago, Jose A.; Disch, James G.; Morales, Julio

2012-01-01

The purpose of this study was to examine elementary physical education teachers' content knowledge of physical activity and health-related fitness. Sixty-four female and 24 male teachers completed the Appropriate Physical Activity and Health-Related Fitness test. Descriptive statistics results indicated that the mean percentage score for the test…

Self-diagnosis as a tool for supporting students’ conceptual understanding and achievements in physics: the case of 8th-graders studying force and motion

NASA Astrophysics Data System (ADS)

Safadi, Rafi'

2017-01-01

I examined the impact of a self-diagnosis activity on students’ conceptual understanding and achievements in physics. This activity requires students to self-diagnose their solutions to problems that they have solved on their own—namely, to identify and explain their errors—and self-score them—that is, assign scores to their solutions—aided by a rubric demonstrating how to solve each problem step by step. I also examined a common practice in the physics classroom in which teachers manage a whole class discussion during which they solve, together with their students, problems that students had solved on their own. Three 8th-grade classes studying force and motion with the same teacher participated. Students were first taught the unit in force and motion. Then a first summative exam was administered. Next, two classes (59 students) were assigned to the self-diagnosis activity and the other class to the whole class discussion (27 students). To assess students’ learning with these activities, a repeat exam was administered. Results suggest that at least for teachers who are not competent in managing argumentative class discussions, the self-diagnosis activity is more effective than the whole class discussion in advancing students’ conceptual understanding and achievements. I account for these results and suggest possible directions for future research.

Sports injuries in physical education teacher education students.

PubMed

Goossens, L; Verrelst, R; Cardon, G; De Clercq, D

2014-08-01

Sports injuries could be highly detrimental to the career of a physical education teacher education (PETE) student. To enable the development of future sports injury prevention programs, sports injuries in 128 first-year academic bachelor PETE students were registered prospectively during one academic year. Common risk factors for sports injuries, taken from the literature, were also evaluated by means of logistic regression analysis. We found an incidence rate of 1.91 and an injury risk of 0.85, which is higher than generally found in a sports-active population. Most injuries involved the lower extremities, were acute, newly occurring injuries, and took place in non-contact situations. More than half of all injuries lead to an inactivity period of 1 week or more and over 80% of all injuries required medical attention. A major part of these injuries happened during the intracurricular sports classes. Few differences were seen between women and men. A history of injury was a significant risk factor (P = 0.018) for the occurrence of injuries, and performance of cooling-down exercises was significantly related to a lower occurrence of ankle injuries (P = 0.031). These data can inform future programs for the prevention of sports injuries in PETE students. © 2013 John Wiley & Sons A/S. Published by John Wiley & Sons Ltd.

A Tale of 2 Teachers: A Preschool Physical Activity Intervention Case Study.

PubMed

Howie, Erin K; Brewer, Alisa E; Dowda, Marsha; McIver, Kerry L; Saunders, Ruth P; Pate, Russell R

2016-01-01

Preschool settings vary greatly, and research has shown that interventions are more successful when they can be adapted to individual settings. This is a descriptive case study of how 2 teachers successfully adapted and implemented a preschool physical activity intervention. The Study of Health and Activity in Preschool Environments (SHAPES) was a 3-year physical activity intervention. A detailed case study of 2 high-implementing teachers was conducted. Multiple data sources included accelerometry, direct observation, teacher surveys, and intervention staff field notes. Teacher A focused on integrating physical activity into a wide range of activities, including parent and community events. Teacher B focused on high-intensity, structured activities. Both teachers supported the intervention, worked closely with intervention staff, and operated their classroom as an autonomous unit with support from their directors. Teacher A provided an average of 31.5, 78.0, and 67.5 min of physical activity opportunity per day of observation during years 1, 2, and 3. Teacher B provided an average of 2.7, 33.5, and 73.3 minutes of physical activity opportunity per day of observation. Successful implementation of physical activity interventions may look different in different contexts; thus, interventions should allow for flexible implementation. © 2015, American School Health Association.

A Tale of Two Teachers: A Preschool Physical Activity Intervention Case Study

PubMed Central

Howie, Erin K.; Brewer, Alisa E.; Dowda, Marsha; McIver, Kerry L.; Saunders, Ruth P.; Pate, Russell R.

2016-01-01

BACKGROUND Preschool settings vary greatly, and research has shown that interventions are more successful when they can be adapted to individual settings. This is a descriptive case study of how two teachers successfully adapted and implemented a preschool physical activity intervention. METHODS The Study of Health and Activity in Preschool Environments (SHAPES) was a three-year physical activity intervention. A detailed case study of two high-implementing teachers was conducted. Multiple data sources included accelerometry, direct observation, teacher surveys and intervention staff field notes. RESULTS Teacher A focused on integrating physical activity into a wide range of activities, including parent and community events. Teacher B focused on high-intensity, structured activities. Both teachers supported the intervention, worked closely with intervention staff, and operated their classroom as an autonomous unit with support from their directors. Teacher A provided an average of 31.5, 78.0 and 67.5 minutes of physical activity opportunity per day of observation during Years 1, 2, and 3. Teacher B provided an average of 2.7, 33.5, and 73.3 minutes of physical activity opportunity per day of observation. CONCLUSION Successful implementation of physical activity interventions may look different in different contexts; thus, interventions should allow for flexible implementation. PMID:26645417

Examining the Knowledge and Capacity of Elementary Teachers to Implement Classroom Physical Activity Breaks

ERIC Educational Resources Information Center

Dinkel, Danae M.; Lee, Jung-Min; Schaffer, Connie

2016-01-01

This study examined teachers' zone of proximal development for classroom physical activity breaks by assessing teachers' knowledge and capacity for implementing classroom physical activity breaks. Five school districts of various sizes (n = 346 teachers) took part in a short online survey. Descriptive statistics were calculated and chi-square…

Validation of a Teachers' Achievement Goal Instrument for Teaching Physical Education

ERIC Educational Resources Information Center

Wang, Jian; Shen, Bo; Luo, Xiaobin; Hu, Qingshan; Garn, Alex C.

2018-01-01

Purpose: Using Butler's teacher achievement goal orientation as a conceptual framework, we developed this study to validate a teachers' achievement goal instrument for teaching physical education. Methods: A sample of 322 Chinese physical education teachers participated in this study and completed measures of achievement goal orientations and job…

Pre-Service Primary Teachers Negotiating Physical Education Identities during the Practicum

ERIC Educational Resources Information Center

Fletcher, Tim; Kosnik, Clare

2016-01-01

This research examined the ways in which pre-service primary teachers' experiences of physical education during the practicum influenced the development of their identities as teachers of physical education. Guided by a social constructivist view of identity, semi-structured interviews were conducted with 10 pre-service teachers over one academic…

Recruitment of Secondary School Physics Teachers--An International Viewpoint.

ERIC Educational Resources Information Center

Mayfield, M. R.

This report of the findings of the working group on "recruitment" of the International Congress on the Education of Secondary School Physics Teachers held in Hungary in September, 1970, includes reasons for the shortage of physics teachers (low salaries, excessive class load, lack of prestige, and inadequate programs of teacher preparation),…

Assessing Student Achievement in Physical Education for Teacher Evaluation

ERIC Educational Resources Information Center

Mercier, Kevin; Doolittle, Sarah

2013-01-01

While many teachers continue to ignore the practice of assessing student achievement in physical education, recent federal pressures to include student assessment data in teacher evaluation systems has shown that assessment of student outcomes is here to stay. Though there is a strong tradition of assessing teacher practice in physical education,…

Neither Shaking nor Stirring: A Case Study of Reflexivity in Norwegian Physical Education Teacher Education

ERIC Educational Resources Information Center

Mordal-Moen, Kjersti; Green, Ken

2014-01-01

This paper examines the place of reflexivity in the "philosophies" and practices of physical education (PE) teacher educators in Norway. Using a case study approach to one quite typical institution delivering physical education teacher education (PETE) in Norway, semi-structured interviews were conducted with 15 teacher educators.…

Students' Individual and Social Behaviors with Physical Education Teachers' Personality

ERIC Educational Resources Information Center

Arbabisarjou, Azizollah; Sourki, Mehdi Sadeghian; Bonjar, Seyedeh Elaham Hashemi

2016-01-01

The main objective for this survey is to assess the relationship between physical education teachers' personality and students' individual with social behaviors. The statistical population of the study was all the teachers of physical education working at high schools in the academic year 2012-2013. The sample consisted of sixty teachers that were…

HST at CERN an Amazing Adventure

NASA Astrophysics Data System (ADS)

Restivo, Evelyn

2009-04-01

The High School Teacher Program (HST) at the European Organization for Nuclear Research, CERN, in Geneva, Switzerland was initiated in 1998 by a group of scientists, as a multicultural international program designed to introduce high school physics teachers to high-energy physics. The goal of the program is to provide experiences and materials that will help teachers lead their students to a better understanding of the physical world. Interacting with physics teachers from around the world leads to new approaches for dealing with educational issues that all teachers encounter. The program includes a variety of tours, a series of lectures and classroom activities about the physics expected from the Large Hadron Collider.

The Examination of Physical Education Teachers' Perceptions of Their Teacher Training to Include Students with Disabilities in General Physical Education

ERIC Educational Resources Information Center

Townsend, Amy

2017-01-01

Despite legislative mandates, only 32% of states require specific licensure in adapted physical education (APE); consequently, general physical educators are challenged with including students with disabilities into regular classrooms. Although physical education teachers are considered qualified personnel to teach students with disabilities in…

Views about Learning Physics Held by Physics Teachers with Differing Approaches to Teaching Physics

ERIC Educational Resources Information Center

Mulhall, Pamela; Gunstone, Richard

2012-01-01

Research into teacher thinking offers potential insights into ways of promoting better teaching. A recent qualitative study explored the views about physics, and learning and teaching physics of a group of teachers whose classroom practice was "traditional" and a group who used conceptual change teaching approaches. This paper focuses on the views…

A Study of Current and Desired State of Physics Education in Iranian Female Secondary Schools

ERIC Educational Resources Information Center

Liaghatdar, Mohammad J.; Soltani, Asghar; Shojaei, Rashin; Siadat, Ali

2012-01-01

This study has examined the characteristics of physics teachers, their professional competences, supplies of equipments and technologies, appropriate textbooks and motivational factors in students' learning of physics from female physics teacher's points of view. The population included all female physics teachers in Isfahan city and a total of 88…

Historical Survey of Research in Physics Teacher Preparation

NASA Astrophysics Data System (ADS)

Meltzer, David E.

2017-01-01

There have been efforts to provide specialized preparation for prospective physics teachers for over 100 years, both in the U.S. and elsewhere. However, systematic research investigations of these efforts are much more scarce, particularly in the U.S. I will review some highlights of research in physics teacher preparation reported in the U.S. and in several other countries as early as the 1920s. The more recent investigations (beginning around 1970) reveal a pattern of teacher preparation practices emphasizing multiple, extended experiences in analyzing physical systems-and making and testing hypotheses of experimental outcomes-by developing and reflecting on laboratory-based physics activities that are often subsequently taught (as simulated ``micro-teaching'' or in actual classrooms), all under close guidance and intensive coaching from expert physics-teacher educators. Outcomes reported include improvements in the quality of experiment design (emphasizing student-generated explanations rather than rote procedures), and in ability to communicate, better awareness of physics teachers' pedagogical knowledge, and improved learning gains by the teachers' students on tests of conceptual understanding. Supported in part by NSF DUE #1256333.

Future Directions in Research on Mathematics-Related Teacher Identity

ERIC Educational Resources Information Center

Lutovac, Sonja; Kaasila, Raimo

2018-01-01

Mathematics education research has placed great emphasis on teacher identity, examining both pre- and in-service teachers, and within these cohorts, specialised mathematics teachers and non-specialists such as elementary teachers. Extensive research has already been done; hence, this paper discusses possible future directions for research on…

Development of life skills through physics content

NASA Astrophysics Data System (ADS)

Pivarči, Tomáš; Raganová, Janka

2017-01-01

The paper deals with students' life skills which the physics teacher should intentionally develop through physics content. An attention is given not only to the physics content and activities connected with it, but also to the development of responsibility, freedom, ability to make decisions, group cooperation, self-evaluation and experience of success. Three activities implemented in the seventh class of the elementary school are described in the paper. Authors describe reasons for class selection, the physics content and the used methods as well as the skills which they decided to purposely develop. They emphasize the importance of activities requiring students' inquiry-based learning and the need to change organization and philosophy of physics teaching at secondary schools. At the end of the paper authors analyze the achievement of objectives, positives as well as negatives of the implemented approaches and propose changes for a future realization.

PERSONALITY CHARACTERISTICS OF INNOVATIVE PHYSICS TEACHERS.

ERIC Educational Resources Information Center

WALBERG, HERBERT J.; WELCH, WAYNE W.

TO DETERMINE HOW THE INNOVATIVE PHYSICS TEACHER'S PERSONALITY DIFFERS FROM HIS NON-INNOVATIVE COLLEAGUE'S AND HOW HIS PERSONALITY IS RELATED TO HIS KNOWLEDGE OF PHYSICS AND HIS ATTITUDES TOWARD TEACHING, 36 MALE PHYSICS TEACHERS WERE GIVEN THE ALLPORT-VERNON-LINDZEY STUDY OF VALUES (AVL), THE EDWARDS PERSONAL PREFERENCE SCHEDULE (EPPS), THE…

Pre-service teachers' metaphorical perceptions of "physics" as a concept

NASA Astrophysics Data System (ADS)

Aykutlu, Isil; Bayrak, Celal; Bezen, Sevim

2018-02-01

In this study, the aim is to reveal pre-service biology, chemistry and mathematics teachers' metaphorical perceptions for physics. This study was patterned by employing phenomenology, which is one of the qualitative research methods. Sampling of the study consists of 90 pre-service teachers enrolled at the departments of biology, chemistry, and mathematics education at the faculty of education of a state university in Ankara. A metaphor form was prepared to determine pre-service teachers' mental metaphors for the physics concept. Then, it was determined that a total of 80 pre-service teachers generated 34 different metaphors for physics concept. As a result of the study, 34 metaphors generated by pre-service teachers for "physics" concept were gathered under seven different categories. Also, it was determined that pre-service teachers express most frequently "life" (26,25%) and "a difficult to solve problem"(21,25%) which take place in conceptual categories.

Professional Development Activities and Support among Physical Education Teachers in the United States

ERIC Educational Resources Information Center

Cardina, Catherine E.; DeNysschen, Carol

2018-01-01

Purpose: This study described professional development (PD) among public school physical education (PE) teachers and compared PE teachers to teachers of other subjects. Method: Data were collected from a nationally representative sample of public school teachers in the United States. Descriptive statistics were used to describe teachers' support…

Physics Teacher Knowledge Aimed in Pedagogical Studies in Finland and in South Korea

ERIC Educational Resources Information Center

Krzywacki, Heidi; Kim, Byeong-Chan; Lavonen, Jari

2017-01-01

This paper analyzes the pedagogical studies of Finnish and South Korean physics teacher education programs that guide teacher educators to support student teachers' to build readiness for acting as professional teachers in a secondary school classroom. Research on the domains and origin of teachers' professional knowledge provides a framework for…

Being and Becoming a Teacher: How African American and White Preservice Teachers Envision Their Future Roles as Teacher Advocates

ERIC Educational Resources Information Center

Mawhinney, Lynnette; Rinke, Carol R.; Park, Gloria

2012-01-01

This article captures the life histories and professional futures of preservice teachers at three institutions of higher education. In this article, we focus on the experiences and expectations of 4 preservice teachers. We find that, although African American and White preservice teachers both see themselves as advocates for their students, they…

Exploring the Dyad: The Relationship Establishment between a Novice Physical Education Teacher and His Mentor

ERIC Educational Resources Information Center

Gordon, Evelyn J.

2017-01-01

The retention of new teachers is a noteworthy issue among physical education teachers. One way to combat attrition is with the implementation of induction programs that have a strong emphasis on mentoring. Mentoring creates a "growth-in-connection" for the novice physical education teacher as well as the mentor. The relational cultural…

A Critical Examination of Movement Content Knowledge Courses in Physical Education Teacher Education Programs

ERIC Educational Resources Information Center

Kim, Insook; Lee, Yun Soo; Ward, Phillip; Li, Weidong

2015-01-01

Despite increasing policy emphasis on improving teacher quality, little is known about how teachers acquire their movement content knowledge in physical education teacher education (PETE). To address this question we examined: (a) movement content courses designed to teach K-12 physical education content in the PETE curriculum, (b) the purpose of…

Are Grades 10-12 Physical Sciences Teachers Equipped to Teach Physics?

ERIC Educational Resources Information Center

Basson, Ilsa; Kriek, Jeanne

2012-01-01

South African schools have been confronted with educational reform since the mid-nineties and the process is still continuing. The concomitant changes put a very high demand on physical sciences teachers and also have an impact on teacher behaviour. The purpose of this study was to probe whether teachers could be considered equipped to teach the…

Differences between Social Science Teachers and Physics Teachers about Beliefs of Competences Model in Mexico

ERIC Educational Resources Information Center

Ramirez Díaz, Mario H.; Garcia Trujillo, Luís Antonio; Chávez-Campos, David A.

2016-01-01

This paper shows the results of a diagnostic research that evaluates the perception of teaching competencies by physics teachers, in universities and high schools that have experienced curricular change of the mode of competences-based education (EBC). The research was conducted in both physics teachers in high school and college level nationally…

Finnish Physical Education Teachers' Self-Reported Use and Perceptions of Mosston and Ashworth's Teaching Styles

ERIC Educational Resources Information Center

Jaakkola, Timo; Watt, Anthony

2011-01-01

The main purpose of the study was to analyze teaching styles used in Finnish physical education. Another aim was to investigate the relationships between background characteristics of teachers and use of teaching styles. The participants of the study were 294 (185 females and 109 males) Finnish physical education teachers. The teachers responded…

Prospective Elementary Teachers' Analysis of Children's Science Talk in an Undergraduate Physics Course

ERIC Educational Resources Information Center

Harlow, Danielle B.; Swanson, Lauren H.; Otero, Valerie K.

2014-01-01

We investigated how prospective teachers used physics content knowledge when analyzing the talk of elementary children during special activities in an undergraduate physics content course designed for prospective teachers. We found that prospective teachers used content knowledge to reflect on their own learning and to identify students'…

Enhancing Pre-Service Physics Teachers' Perceived Self-Efficacy of Argumentation-Based Pedagogy through Modelling and Mastery Experiences

ERIC Educational Resources Information Center

Ogan-Bekiroglu, Feral; Aydeniz, Mehmet

2013-01-01

This study explored the impact of explicit instruction on argumentation-based pedagogy, coupled with modelling and hands-on learning activities on pre-service physics teachers' perceived self-efficacy to teach science through argumentation. Participants consisted of 24 pre-service physics teachers attending an established teacher education program…

Effectiveness of a Constructivist Approach to Science Instruction for Prospective Elementary Teachers

NASA Astrophysics Data System (ADS)

Liang, Ling L.; Gabel, Dorothy L.

2005-08-01

This study examines the effectiveness of a new constructivist curriculum model (Powerful Ideas in Physical Science) in improving prospective teachers’ understanding of science concepts, in fostering a learning environment supporting conceptual understanding, and in promoting positive attitudes toward learning and teaching science and chemistry in particular. A non-equivalent pretest post-test control-group design was employed. Analysis of covariance and repeated-measures analyses of variance were performed to analyze the scores on concept tests and attitude surveys. Data from videotaped observations of laboratory sessions and interviews of prospective teachers were analyzed by employing a naturalistic inquiry method to provide insights into the process of science learning and teaching for the teacher trainees. The interpretations were made based on the findings that could be corroborated by both methodologies. Conclusions and limitations of the present study as well as recommendations for future implementation of constructivist science curriculum in general are also included.

Interpretant Levels Presented by Higher Education Students about the Seasons

NASA Astrophysics Data System (ADS)

Sanzovo, Daniel Trevisan; Laburú, Carlos Eduardo

2016-12-01

The aim of this study is to investigate the initial interpretant levels of the seasons of the year presented by students in a physics discipline of undergraduate course of a biological sciences degree at a state university of the south of Brazil. This study is qualitative, it analyzes textual oral representations and images about that astronomical phenomenon. It found that all students showed similar interpretant levels than those without any instruction, focusing their explanation of this concept in the variation of the distance between Earth and the Sun and indeterminate/confused representations. Another important result was the absence of a scientifically correct conception of the subject. The data from this study are in agreement with several studies on the weak training of science teachers in astronomy, and emphasizes the importance of both a re-structuration of the initial training of these future teachers, as well as the continuous teacher training of the working professional ones.

Determining Which Introductory Physics Topics Pre-Service Physics Teachers Have Difficulty Understanding and What Accounts for These Difficulties

ERIC Educational Resources Information Center

Sahin, Esin; Yagbasan, Rahmi

2012-01-01

This study aims at diagnosing which subjects pre-service physics teachers have difficulty understanding in introductory physics courses and what accounts for these difficulties. A questionnaire consisting of two qualitative questions was used to collect data for this study. The questionnaire was administered to 101 pre-service physics teachers who…

Obtaining Laws through Quantifying Experiments: Justifications of Pre-Service Physics Teachers in the Case of Electric Current, Voltage and Resistance

ERIC Educational Resources Information Center

Mäntylä, Terhi; Hämäläinen, Ari

2015-01-01

The language of physics is mathematics, and physics ideas, laws and models describing phenomena are usually represented in mathematical form. Therefore, an understanding of how to navigate between phenomena and the models representing them in mathematical form is important for a physics teacher so that the teacher can make physics understandable…

Physical Education Teacher Educators' Views Regarding the Purpose(s) of School Physical Education

ERIC Educational Resources Information Center

McEvoy, Eileen; Heikinaro-Johansson, Pilvikki; MacPhail, Ann

2017-01-01

The aim of this paper was to gain an understanding of the views of a group of physical education teacher educators on the purpose(s) of school physical education and whether, how and why these views have changed over time. Semi-structured individual interviews were carried out with thirteen physical education teacher educators; a fourteenth…

Pre-Service Physics Teachers' Views on Designing and Developing Physics Digital Stories

ERIC Educational Resources Information Center

Kocakaya, Serhat; Kotluk, Nihat; Karakoyun, Ferit

2016-01-01

The aim of this study is to determine the pre-service physics teachers' views on the effect of designing and developing physics digital stories (DST) on improving their 21st century skills. The study is a qualitative research carried out with 13 pre-service physics teachers, who participated in the course of designing and developing DST, during 6…

Use of an audience response system during peer teaching among physical therapy students in human gross anatomy: perceptions of peer teachers and students.

PubMed

Wait, Kevin R; Cloud, Beth A; Forster, Lindsey A; Jones, Tiffany M; Nokleby, Jessica J; Wolfe, Cortney R; Youdas, James W

2009-01-01

An audience response system (ARS) has become popular among educators in medicine and the health professions because of the system's ability to engage listeners during a lecture presentation. No one has described the usefulness of ARS technology during planned nonlecture peer teaching sessions in gross anatomy instruction for health professionals. The unique feature of each peer teaching session was a nongraded 12-15 item ARS quiz assembled by six second-year doctor of physical therapy (DPT) students and purposely placed at the beginning of the review session for those first-year DPT students in attendance. This study used a ten-item questionnaire and a five-point Likert scale in addition to three open ended questions to survey perceptions of both first-year and second-year DPT students about the usefulness of ARS technology implemented during weekly interactive peer teaching sessions during a semester course in Anatomy for Physical Therapists. First-year students overwhelmingly acknowledged the ARS system permitted each student to self-assess his/her preparedness for a quiz or examination and compare his/her performance with that of classmates. Peer teachers recognized an ARS quiz provided them an opportunity to: (1) estimate first-year students' level of understanding of anatomical concepts; and (2) effectively prepare first-year students for their weekly quizzes and future examinations. On the basis of the mutual benefits derived by both students/tutees and teachers/tutors, physical therapist educators may wish to consider using ARS technology to enhance teaching methods for a class in gross human anatomy.

A Call To Action for Physics Departments: Findings and Recommendations of the National Task Force on Teacher Education in Physics

NASA Astrophysics Data System (ADS)

Vokos, Stamatis

2010-10-01

The National Task Force on Teacher Education in Physics (T-TEP) concluded its two-year investigation of the professional preparation of teachers of physics in the U.S. T-TEP, formed by APS, AAPT, and AIP, was charged with (a) identifying generalizable, yet flexible, strategies that institutions, and in particular physics departments and schools or colleges of education, can employ to increase the number of qualified physics teachers, (b) identifying effective strategies in recruitment, models of professional preparation, and higher education systems of support during the first three years of teaching, and (c) articulating research, policy, and funding implications. In this talk, the major findings and recommendations of the T-TEP report will be discussed and ways to leverage the report to transform the physics teacher education system will be outlined.

Teachers' approaches to teaching physics

NASA Astrophysics Data System (ADS)

2012-12-01

Benjamin Franklin said, "Tell me, and I forget. Teach me, and I remember. Involve me, and I learn." He would not be surprised to learn that research in physics pedagogy has consistently shown that the traditional lecture is the least effective teaching method for teaching physics. We asked high school physics teachers which teaching activities they used in their classrooms. While almost all teachers still lecture sometimes, two-thirds use something other than lecture most of the time. The five most often-used activities are shown in the table below. In the January issue, we will look at the 2013 Nationwide Survey of High School Physics teachers. Susan White is Research Manager in the Statistical Research Center at the American Institute of Physics; she directs the Nationwide Survey of High School Physics Teachers. If you have any questions, please contact Susan at swhite@aip.org.

The Role of Mobile Technologies in Pre-Service Foreign Language Teacher Education

ERIC Educational Resources Information Center

Tolosa, Constanza

2017-01-01

Pre-service teacher education plays a pivotal role in ensuring that future teachers are prepared to integrate technology effectively to their teaching. One way of improving readiness in future teachers is integrating mobile technologies to discipline-specific teacher education courses. This article presents three case studies drawn from…

Exploring women community college natural scientists' personal experience narratives through a subjectivist lens

NASA Astrophysics Data System (ADS)

Woods, Nancy Anne

The thrust in education today is to encourage young women to enter nontraditional fields of study such as chemistry, physics, and biology. In order to better prepare the next generation of women scientists, then, we should examine the experiences of women participants already working within these areas. We can learn from their experiences. What motivated them toward science? What influenced them to become teachers? What brought them to the community college? If the premise is that we want more women involved in science, then one way to understand how to entice women into science would be to research those who are already there. This research project has two important findings, (1) women community college natural science instructors can experience issues of identity between their roles as scientists and teachers; (2) women community college natural science instructors value a different community structure compared to many of their male counterparts. This research lists several recommendations for future practice as well as recommendations for future research.

Turkish Physics Teachers' Views about the 2007 Physics Teaching Program and its Implementation

ERIC Educational Resources Information Center

Mercan, Fatih Caglayan

2013-01-01

The renewal of the secondary school physics teaching program was initiated in 2008, however, there is limited research investigating physics teachers' enactment of the teaching program in their classes. The purpose of this study was to identify and describe teachers' views about the official teaching program and its implementation. The…

The Importance of Indirect Teaching Behaviour and Its Educational Effects in Physical Education

ERIC Educational Resources Information Center

Jung, Hyunwoo; Choi, Euichang

2016-01-01

Background: Physical education teacher behaviour has been a subject of study in physical education including physical education teacher education for 30 years. However, the research on teacher behaviour has tended to focus on direct teaching behaviour (DTB) to demonstrate the benefits of effective teaching, centred on a technical understanding of…

The Possibilities of "Doing" Outdoor and/or Adventure Education in Physical Education/Teacher Education

ERIC Educational Resources Information Center

Sutherland, Sue; Legge, Maureen

2016-01-01

Background: Physical education has a long association with teaching outdoor and/or adventure education (OAE). As physical education teacher educators, with a special interest in teaching OAE, we wanted to examine perceptions of models based practices in physical education/teacher education. Purpose: This manuscript; explores and critiques a range…

Physical Activity during Physical Education Lessons: A Qualitative Investigation of Australian PE Teacher Perceptions

ERIC Educational Resources Information Center

Bennie, Andrew; Langan, Edel

2015-01-01

School physical education (PE) experiences play a critical role in adolescents' physical activity (PA) levels. Teachers are crucial to students' initial experiences in PA; however, limited research has explored teachers' perspectives about PA during PE using in-depth qualitative research techniques. We conducted interviews with 25 current…

"Still Finding the Ground": A Self-Study of a First-Year Physical Education Teacher Educator

ERIC Educational Resources Information Center

Richards, K. Andrew R.; Ressler, James D.

2017-01-01

While decades of research have documented the socialization of inservice physical education teachers, the socialization of physical education faculty members has only recently become a research focus. Self-study of teacher education practices is becoming increasingly popular when exploring the lived experiences of physical education faculty. We…

Facebook Connection Styles among Physical Education Teacher Candidates

ERIC Educational Resources Information Center

Erdogdu, Murat

2016-01-01

The purpose of this study is to determine the Facebook connection styles of physical education (PE) teacher candidates. The participants were composed of 626 (age = 21.21 ± 2.024) physical education teacher candidates from the departments of Physical Education and Sports. They teach in five different universities. It was done in 2014-2015 academic…

School-Based Youth Physical Activity Promotion: Thoughts and Beliefs of Pre-Service Physical Education Teachers

ERIC Educational Resources Information Center

Rachele, Jerome N.; Cuddihy, Thomas F.; Washington, Tracy L.; McPhail, Steven M.

2016-01-01

Physical education teachers are central to the facilitation of school-based physical activity promotion. However, teachers have self-reported a lack of knowledge, skills, understanding, and competence to successfully implement these strategies. The aim of this investigation was to explore the beliefs and perceptions of pre-service physical…

Enhancing pre-service physics teachers' creative thinking skills through HOT lab design

NASA Astrophysics Data System (ADS)

Malik, Adam; Setiawan, Agus; Suhandi, Andi; Permanasari, Anna

2017-08-01

A research on the implementation of HOT (Higher Order Thinking) Laboratory has been carried out. This research is aimed to compare increasing of creative thinking skills of pre-service physics teachers who receive physics lesson with HOT Lab and with verification lab for the topic of electric circuit. This research used a quasi-experiment methods with control group pretest-posttest design. The subject of the research is 40 Physics Education pre-service physics teachers of UIN Sunan Gunung Djati Bandung. Research samples were selected by class random sampling technique. Data on pre-service physics teachers' creative thinking skills were collected using test of creative thinking skills in the form of essay. The results of the research reveal that average of N-gain of creative thinking skills are <0,69> for pre-service physics teachers who received lesson with HOT Lab design and <0,39> for pre-service physics teachers who received lesson with verification lab, respectively. Therefore, we conclude that application of HOT Lab design is more effective to increase creative thinking skills in the lesson of electric circuit.

The role of mathematics for physics teaching and understanding

NASA Astrophysics Data System (ADS)

Pospiech, Gesche; Eylon, BatSheva; Bagno, Esther; Lehavi, Yaron; Geyer, Marie-Annette

2016-05-01

-1That mathematics is the "language of physics" implies that both areas are deeply interconnected, such that often no separation between "pure" mathematics and "pure" physics is possible. To clarify their interplay a technical and a structural role of mathematics can be distinguished. A thorough understanding of this twofold role in physics is also important for shaping physics education especially with respect to teaching the nature of physics. Herewith the teachers and their pedagogical content knowledge play an important role. Therefore we develop a model of PCK concerning the interplay of mathematics and physics in order to provide a theoretical framework for the views and teaching strategies of teachers. In an exploratory study four teachers from Germany and four teachers from Israel have been interviewed concerning their views and its transfer to teaching physics. Here we describe the results from Germany. Besides general views and knowledge held by all or nearly all teachers we also observe specific individual focus depending on the teachers' background and experiences. The results fit well into the derived model of PCK.

A Preliminary Study of the Effectiveness of Different Recitation Teaching Methods

NASA Astrophysics Data System (ADS)

Endorf, Robert J.; Koenig, Kathleen M.; Braun, Gregory A.

2006-02-01

We present preliminary results from a comparative study of student understanding for students who attended recitation classes which used different teaching methods. Student volunteers from our introductory calculus-based physics course attended a special recitation class that was taught using one of four different teaching methods. A total of 272 students were divided into approximately equal groups for each method. Students in each class were taught the same topic, "Changes in energy and momentum," from Tutorials in Introductory Physics. The different teaching methods varied in the amount of student and teacher engagement. Student understanding was evaluated through pretests and posttests given at the recitation class. Our results demonstrate the importance of the instructor's role in teaching recitation classes. The most effective teaching method was for students working in cooperative learning groups with the instructors questioning the groups using Socratic dialogue. These results provide guidance and evidence for the teaching methods which should be emphasized in training future teachers and faculty members.

Discovery Garden -- Physics and Architecture Meet Outside to Talk

NASA Astrophysics Data System (ADS)

Tabor-Morris, Anne; Briles, Timothy; Froriep, Kathleen; McGuire, Catherine

2012-02-01

The purpose of Georgian Court University's "Discovery Garden" is to create an experience of the physical sciences for students, both science and non-science majors, in a place of serenity: an outdoor garden. Why a garden? Consider that the traditional laboratory experience for students is one of stark rooms ventilated with noisy hoods and endemic with lab coats and safety glasses, an alien environment that can be a source of anxiety for some students studying science, while the idea of a garden excites the imagination and conjures peace. The garden also serves as a reminder that ideas learned in the classroom apply to the everyday world. In addition, the garden is a model of informal learning, which can be especially interesting for pre-service teachers. Outlined here are some general suggestions for the design of a science garden, applicability of educational philosophy to full-body experiences, and activities suggested for students and future teachers in such a garden, as well as a mini-tour of our garden.

Comparisons of Selected Student and Teacher Variables in All-Girls and Coeducational Physical Education Environments

ERIC Educational Resources Information Center

Derry, Julie A.; Phillips, D. Allen

2004-01-01

The purpose of this study was to investigate selected student and teacher variables and compare the differences between these variables for female students and female teachers in coeducation and single-sex physical education classes. Eighteen female teachers and intact classes were selected; 9 teachers from coeducation and 9 teachers from…

Elementary Classroom Teachers and Physical Education: Change in Teacher-Related Factors during Pre-Service Teacher Education

ERIC Educational Resources Information Center

Fletcher, Tim; Mandigo, James; Kosnik, Clare

2013-01-01

Background: In many contexts, elementary physical education (PE) classes are taught by the classroom teacher rather than by a PE specialist. Elementary classroom teachers often cite negative attitudes resulting from experiences as school pupils and inadequate pre-service PE teacher education as barriers to teaching a quality PE programme. Purpose:…

The Role of Teacher Work Samples in Developing Effective and Reflective Physical Education Teachers

ERIC Educational Resources Information Center

Sutherland, Sue; Goodway, Jackie

2010-01-01

For eight years, Ohio State University (OSU) has systematically infused teacher work samples (TWS) into their physical education teacher education (PETE) undergraduate curriculum in order to develop effective and reflective teachers. Teacher work samples are made up of five main parts: (1) community mapping, (2) unit planning, (3) data collection…

The CASPER Virtual Physics Circus

NASA Astrophysics Data System (ADS)

Carmona-Reyes, Jorge; Harris, Brandon; Chen, Mudi; Matthews, Lorin; Hyde, Truell

2013-10-01

CASPER's Virtual Physics Circus (VPC) is based on the long-running CASPER Physics Circus and is the most recent component in CASPER's ``Seamless Pathway'' educational outreach initiative. The VPC was developed by an interdisciplinary group of physicists, web-designers and educators and employs both web and video game environments to provide students and teachers with engaging, fast-paced educational activities. Access to an integrated curriculum and video library, aligned to both the TEKS (Texas Essentials Knowledge and Skill) and the National Science and Mathematics Standards, is also part of the VPC package. In this talk an initial beta-test of the VPC, conducted for a central Texas independent school district, will be discussed. Future plans for both expansion and translation into Spanish will also be discussed.

THE SELECTION OF A NATIONAL RANDOM SAMPLE OF TEACHERS FOR EXPERIMENTAL CURRICULUM EVALUATION.

ERIC Educational Resources Information Center

WELCH, WAYNE W.; AND OTHERS

MEMBERS OF THE EVALUATION SECTION OF HARVARD PROJECT PHYSICS, DESCRIBING WHAT IS SAID TO BE THE FIRST ATTEMPT TO SELECT A NATIONAL RANDOM SAMPLE OF (HIGH SCHOOL PHYSICS) TEACHERS, LIST THE STEPS AS (1) PURCHASE OF A LIST OF PHYSICS TEACHERS FROM THE NATIONAL SCIENCE TEACHERS ASSOCIATION (MOST COMPLETE AVAILABLE), (2) SELECTION OF 136 NAMES BY A…

Prospective High School Physics Teachers' Beliefs about Teaching Practices: From Traditionalist to Constructivist

ERIC Educational Resources Information Center

Demirci, Neset

2015-01-01

The main aim of this study was to determine the teaching practices of prospective high school physics teachers with respect to their preference for teaching as a traditionalist or as a constructivist. To study the beliefs of prospective high school physics teachers on this subject, firstly, the Teacher Belief Survey was administered to 135…

Effect of Physical Education Teachers' Computer Literacy on Technology Use in Physical Education

ERIC Educational Resources Information Center

Kretschmann, Rolf

2015-01-01

Teachers' computer literacy has been identified as a factor that determines their technology use in class. The aim of this study was to investigate the relationship between physical education (PE) teachers' computer literacy and their technology use in PE. The study group consisted of 57 high school level in-service PE teachers. A survey was used…

Understanding of Prospective Physics Teachers Students Toward Pedagogical Content Knowledge on Optical Geometry Materials

NASA Astrophysics Data System (ADS)

Erwin, E.; Rustaman, N. Y.

2017-09-01

This article discusses about Pedagogical content knowledge (PCK) profile of prospective physics teachers on optical geometry materials. Data collected using interview and questionnaire, and the data were analyzed descriptively. The results showed that PCK is an unfamiliar term to students. The extreme findings in this study is the lack of understanding of PCK by prospective physics teachers relating to the importance of recognizing the characteristics of students and how to manage questions from students, which teacher has to directly answer questions from students, and how to respond to the students’ incorrect answer, mostly prospective physics teachers assume that in case of the students answer incorrectly, the students should be directly blamed. Prospective physics teachers have not yet integrated the pedagogical knowledge with the content knowledge in their possess learning it he optical geometry material.

Changing Knowledge, Changing Technology: Implications for Teacher Education Futures

ERIC Educational Resources Information Center

Burden, Kevin; Aubusson, Peter; Brindley, Sue; Schuck, Sandy

2016-01-01

Recent research in teacher education futures has identified two themes that require further study: the changing nature of knowledge and the changing capabilities of technologies. This article examines the intersection of these two themes and their implications for teacher education. The research employed futures methodologies based on scenario…

Future Elementary School Teachers' Conceptual Change Concerning Photosynthesis

ERIC Educational Resources Information Center

Ahopelto, Ilona; Mikkila-Erdmann, Mirjamaija; Anto, Erkki; Penttinen, Marjaana

2011-01-01

The purpose of this study was to examine conceptual change among future elementary school teachers while studying a scientific text concerning photosynthesis. Students' learning goals in relation to their learning outcomes were also examined. The participants were future elementary school teachers. The design consisted of pre- and post-tests. The…

The relationship between qualified personnel and self-reported implementation of recommended physical education practices and programs in U.S. schools.

PubMed

Davis, Kristen S; Burgeson, Charlene R; Brener, Nancy D; McManus, Tim; Wechsler, Howell

2005-06-01

The authors analyzed data from the School Health Policies and Programs Study 2000 to assess the associations between the presence of a district physical education coordinator and district-level physical education policies and practices recommended by federal government agencies and national organizations. The authors also examined the relationship between teacher qualifications and staff development related to physical education and self-reported implementation of recommended teachingpractices. District-level data were collected by self-administered mail questionnaires from a nationally representative sample of school districts. Classroom-level data were collected by computer-assisted personal interviews with teachers of randomly selected classes in elementary schools and randomly selected required physical education courses in middle/junior high and senior high schools. Nearly two thirds (62.2%) of districts had a physical education coordinator, and those were generally more likely than other districts to report having policies and practices that corresponded with national recommendations for high-quality physical education programs. More than two thirds of teachers (66.9%) met the criteria for teacher qualifications based on their education and certification. These teachers were more likely than others to report use of certain recommended physical education teaching practices. Teachers who participated in staff development also were more likely to use recommended teaching practices in their classrooms. Using a district physical education coordinator and teachers with appropriate qualifications as well as offering staff development opportunities on physical education may enhance school physical education programs.

Analysis of pre-service physics teacher skills designing simple physics experiments based technology

NASA Astrophysics Data System (ADS)

Susilawati; Huda, C.; Kurniawan, W.; Masturi; Khoiri, N.

2018-03-01

Pre-service physics teacher skill in designing simple experiment set is very important in adding understanding of student concept and practicing scientific skill in laboratory. This study describes the skills of physics students in designing simple experiments based technologicall. The experimental design stages include simple tool design and sensor modification. The research method used is descriptive method with the number of research samples 25 students and 5 variations of simple physics experimental design. Based on the results of interviews and observations obtained the results of pre-service physics teacher skill analysis in designing simple experimental physics charged technology is good. Based on observation result, pre-service physics teacher skill in designing simple experiment is good while modification and sensor application are still not good. This suggests that pre-service physics teacher still need a lot of practice and do experiments in designing physics experiments using sensor modifications. Based on the interview result, it is found that students have high enough motivation to perform laboratory activities actively and students have high curiosity to be skilled at making simple practicum tool for physics experiment.

News Conference: The Big Bangor Day Meeting Lecture: Charterhouse plays host to a physics day Festival: Science on Stage festival 2013 arrives in Poland Event: Scottish Physics Teachers' Summer School Meeting: Researchers and educators meet at Lund University Conference: Exeter marks the spot Recognition: European Physical Society uncovers an historic site Education: Initial teacher education undergoes big changes Forthcoming events

NASA Astrophysics Data System (ADS)

2013-09-01

Conference: The Big Bangor Day Meeting Lecture: Charterhouse plays host to a physics day Festival: Science on Stage festival 2013 arrives in Poland Event: Scottish Physics Teachers' Summer School Meeting: Researchers and educators meet at Lund University Conference: Exeter marks the spot Recognition: European Physical Society uncovers an historic site Education: Initial teacher education undergoes big changes Forthcoming events

News

NASA Astrophysics Data System (ADS)

2001-11-01

IRELAND New courses for high-tech Ireland; SCIENCE YEAR Science Year launched with a jump; THE NETHERLANDS School science teachers face uncertainty; KOREA Embedding physics in a cultural context; TEACHING RESOURCES Teacher, get your hook; ICT RESOURCES Stock-take of ICT progress; INTERNET Teachers to test-drive new physics gateway; NEW ZEALAND Physics is valued in New Zealand; JAPAN Advancing Physics in Japan; HIGHER EDUCATION Networking works in Cologne; INSTITUTE MATTERS IoP demands a better deal for physics teachers; AUSTRALIA Physics numbers decline: educators blame the low impact curriculum; SCIENCE FOR THE PUBLIC More than sixty seconds in Glasgow; INTERNET A gift selection of papers from IoP; TEACHING STYLES I know what you did last summer;

The effectiveness of CPI model to improve positive attitude toward science (PATS) for pre-service physics teacher

NASA Astrophysics Data System (ADS)

Sunarti, T.; Wasis; Madlazim; Suyidno; Prahani, B. K.

2018-03-01

In the previous research, learning material based Construction, Production, and Implementation (CPI) model has been developed to improve scientific literacy and positive attitude toward science for pre-service physics teacher. CPI model has 4 phases, included: 1) Motivation; 2) Construction (Cycle I); 3) Production (Cycle II); and 4) Evaluation. This research is aimed to analyze the effectiveness of CPI model towards the improvement Positive Attitude toward Science (PATS) for pre-service physics teacher. This research used one group pre-test and post-test design on 160 pre-service physics teacher divided into 4 groups at Lambung Mangkurat University and Surabaya State University (Indonesia), academic year 2016/2017. Data collection was conducted through questioner, observation, and interview. Positive attitude toward science for pre-service physics teacher measurement were conducted through Positive Attitude toward Science Evaluation Sheet (PATSES). The data analysis technique was done by using Wilcoxon test and n-gain. The results showed that there was a significant increase in positive attitude toward science for pre-service physics teacher at α = 5%, with n-gain average of high category. Thus, the CPI model is effective for improving positive attitude toward science for pre-service physics teacher.

Physical Education Teachers' Cultural Competency

ERIC Educational Resources Information Center

Harrison, Louis, Jr.; Carson, Russell L.; Burden, Joe, Jr.

2010-01-01

The purpose of this study was to evaluate the common assumption that teachers of color (TOC) are more culturally competent than White teachers by assessing physical education teachers' cultural competency. A secondary purpose was to ascertain the possible differences in cultural competence levels of White teachers in diverse school settings versus…

Integrating Science Content and Pedagogy in the Earth, Life, and Physical Sciences: A K-8 Pre-Service Teacher Preparation Continuum at the University of Delaware

NASA Astrophysics Data System (ADS)

Madsen, J.; Allen, D.; Donham, R.; Fifield, S.; Ford, D.; Shipman, H.; Dagher, Z.

2007-12-01

University of Delaware faculty in the geological sciences, biological sciences, and the physics and astronomy departments have partnered with faculty and researchers from the school of education to form a continuum for K- 8 pre-service teacher preparation in science. The goal of the continuum is to develop integrated understandings of content and pedagogy so that these future teachers can effectively use inquiry-based approaches in teaching science in their classrooms. Throughout the continuum where earth science content appears an earth system science approach, with emphasis on inquiry-based activities, is employed. The continuum for K-8 pre-service teachers includes a gateway content course in the earth, life, or physical sciences taken during the freshman year followed by integrated science content and methods courses taken during the sophomore year. These integrated courses, called the Science Semester, were designed and implemented with funding from the National Science Foundation. During the Science Semester, traditional content and pedagogy subject matter boundaries are crossed to stress shared themes that teachers must understand to teach standards-based science. Students work collaboratively on multidisciplinary problem-based learning (PBL) activities that place science concepts in authentic contexts and build learning skills. They also critically explore the theory and practice of elementary science teaching, drawing on their shared experiences of inquiry learning during the Science Semester. The PBL activities that are the hallmark of the Science Semester provide the backdrop through which fundamental earth system interactions can be studied. For example in a PBL investigation that focuses on kids, cancer, and the environment, the hydrologic cycle with emphasis on surface runoff and ground water contamination is studied. Those students seeking secondary certification in science will enroll, as a bridge toward their student teaching experience, in an additional content course within a science discipline that is concurrently taught with a science methods course. Emphasizing inquiry-based activities, these bridge courses also focus on developing integrated understandings of the sciences. The continuum extends beyond the student teaching experience by tracking cohorts of science teachers during their in-service years. With funding from the National Science Foundation's Teacher Professional Continuum program, we are conducting research on this inquiry-based professional development approach for K-8 teachers across this continuum.

Perceived climate in physical activity settings.

PubMed

Gill, Diane L; Morrow, Ronald G; Collins, Karen E; Lucey, Allison B; Schultz, Allison M

2010-01-01

This study focused on the perceived climate for LGBT youth and other minority groups in physical activity settings. A large sample of undergraduates and a selected sample including student teachers/interns and a campus Pride group completed a school climate survey and rated the climate in three physical activity settings (physical education, organized sport, exercise). Overall, school climate survey results paralleled the results with national samples revealing high levels of homophobic remarks and low levels of intervention. Physical activity climate ratings were mid-range, but multivariate analysis of variation test (MANOVA) revealed clear differences with all settings rated more inclusive for racial/ethnic minorities and most exclusive for gays/lesbians and people with disabilities. The results are in line with national surveys and research suggesting sexual orientation and physical characteristics are often the basis for harassment and exclusion in sport and physical activity. The current results also indicate that future physical activity professionals recognize exclusion, suggesting they could benefit from programs that move beyond awareness to skills and strategies for creating more inclusive programs.

"It's a Battle… You Want to Do It, but How Will You Get It Done?": Teachers' and Principals' Perceptions of Implementing Additional Physical activity in School for Academic Performance.

PubMed

van den Berg, Vera; Salimi, Rosanne; de Groot, Renate H M; Jolles, Jelle; Chinapaw, Mai J M; Singh, Amika S

2017-09-30

School is an ideal setting to promote and increase physical activity (PA) in children. However, implementation of school-based PA programmes seems difficult, in particular due to schools' focus on academic performance and a lack of involvement of school staff in program development. The potential cognitive and academic benefits of PA might increase chances of successful implementation. Therefore, the aim of this qualitative study was: (1) to explore the perceptions of teachers and principals with regard to implementation of additional PA aimed at improving cognitive and academic performance, and (2) to identify characteristics of PA programmes that according to them are feasible in daily school practice. Twenty-six face-to-face semi-structured interviews were conducted with primary school teachers (grades 5 and 6) and principals in The Netherlands, and analysed using inductive content analysis. Teachers and principals expressed their willingness to implement additional PA if it benefits learning. Time constraints appeared to be a major barrier, and strongly influenced participants' perceptions of feasible PA programmes. Teachers and principals emphasised that additional PA needs to be short, executed in the classroom, and provided in "ready-to-use" materials, i.e., that require no or little preparation time (e.g., a movie clip). Future research is needed to strengthen the evidence on the effects of PA for academic purposes, and should examine the forms of PA that are both effective as well as feasible in the school setting.

The effectiveness of CCDSR learning model to improve skills of creating lesson plan and worksheet science process skill (SPS) for pre-service physics teacher

NASA Astrophysics Data System (ADS)

Limatahu, I.; Sutoyo, S.; Wasis; Prahani, B. K.

2018-03-01

In the previous research, CCDSR (Condition, Construction, Development, Simulation, and Reflection) learning model has been developed to improve science process skills for pre-service physics teacher. This research is aimed to analyze the effectiveness of CCDSR learning model towards the improvement skills of creating lesson plan and worksheet of Science Process Skill (SPS) for pre-service physics teacher in academic year 2016/2017. This research used one group pre-test and post-test design on 12 pre-service physics teacher at Physics Education, University of Khairun. Data collection was conducted through test and observation. Creating lesson plan and worksheet SPS skills of pre-service physics teacher measurement were conducted through Science Process Skill Evaluation Sheet (SPSES). The data analysis technique was done by Wilcoxon t-test and n-gain. The CCDSR learning model consists of 5 phases, including (1) Condition, (2) Construction, (3) Development, (4) Simulation, and (5) Reflection. The results showed that there was a significant increase in creating lesson plan and worksheet SPS skills of pre-service physics teacher at α = 5% and n-gain average of moderate category. Thus, the CCDSR learning model is effective for improving skills of creating lesson plan and worksheet SPS for pre-service physics teacher.

Perceptions of Future and Current Teachers on the Organization of Elementary Schools: A Dissonance Approach to the Investigation of Job Satisfaction.

ERIC Educational Resources Information Center

Menon, Maria E.; Christou, Constantinos

2002-01-01

Factor analysis of data from 66 inservice and 79 preservice elementary teachers in Cyprus revealed that future teachers had lower satisfaction with the headmaster's role, school organization, and school climate. Satisfaction with teacher incentives and work conditions was lower for inservice teachers. (Contains 20 references.) (SK)

Descriptive Indicators of Future Teachers' Technology Integration in the PK-12 Classroom: Trends from a Laptop-Infused Teacher Education Program

ERIC Educational Resources Information Center

Hughes, Joan E.

2013-01-01

This research examined preservice teacher graduates' positioning toward integrating technology in future teaching. Participants included 115 preservice teachers across three cohorts in 2008-2009 who graduated from a laptop-infused teacher education program. The study implemented a case study methodology that included a survey administered upon…

Physical Education Teachers: How Do I Sue Thee? Oh, Let Me Count the Ways!

ERIC Educational Resources Information Center

Henderson, Donald H.

1985-01-01

Physical education teachers face increased risks of tort liablity suits because athletic events tend to be dangerous due to physical contact. Areas that are most vulnerable to tort liablity cases of teacher negligence are discussed. (DF)

Helping physics teacher-candidates develop questioning skills through innovative technology use

NASA Astrophysics Data System (ADS)

Milner-Bolotin, Marina

2015-12-01

Peer Instruction has been used successfully in undergraduate classrooms for decades. Its success depends largely on the quality of multiple-choice questions. Yet it is still rare in secondary schools because of teachers' lack of experience in designing, evaluating, and implementing conceptual questions. Research-based multiple-choice conceptual questions are also underutilized in physics teacher education. This study explores the implementation of Peer Instruction enhanced by PeerWise collaborative online system, in a physics methods course in a physics teacher education program.

Providing Support to Inner-city Students and Teachers Through the Physics Van Inservice Institute

NASA Astrophysics Data System (ADS)

Sabella, Mel S.

2007-02-01

There are many programs for the professional development of high school physics teachers that have proven to be effective in preparing these teachers to conduct inquiry-based activities in the classroom. In this paper, we describe a small-scale professional development program called the Physics Van Inservice Institute. During the program, teachers are engaged in inquiry-based physics modules and are then able to borrow the equipment so that they can conduct the activities in their own classes.

High School Physical Education Teachers' Beliefs about Teaching Students with Mild to Severe Disabilities

ERIC Educational Resources Information Center

Casebolt, Kevin M.; Hodge, Samuel R.

2010-01-01

The purpose of this study was to analyze high school physical education teachers' beliefs about teaching students with disabilities in inclusive physical education. The participants (3 men, 2 women) were certified physical education teachers at four suburban high schools. The research method was descriptive-qualitative using a case study approach…

Policies, Agendas, and Practices Influencing Doctoral Education in Physical Education Teacher Education

ERIC Educational Resources Information Center

Ward, Phillip

2016-01-01

If teaching physical education is a moral activity, it follows that there is a moral component to the preparation of teachers of physical education and thus a moral component to the preparation of teacher educators. In this article, I examine the major policies, agendas, and practices that influence doctoral preparation in physical education…

A Study of the Teaching Process in the Classroom of Selected Physics Teachers.

ERIC Educational Resources Information Center

Matthews, Jack Gibson

In this study a partially-developed category system was modified, and a set of categories was established for describing content instruction used in the classroom by Physical Science Study Committee (PSSC) and non-PSSC physics teachers. Seven physics teachers in the first phase of the study were videotaped to develop the instrument for recording…

Pre-Service Physics Teachers' Ideas on Size, Visibility and Structure of the Atom

ERIC Educational Resources Information Center

Unlu, Pervin

2010-01-01

Understanding the atom gives the opportunity to both understand and conceptually unify the various domains of science, such as physics, chemistry, biology, astronomy and geology. Among these disciplines, physics teachers are expected to be particularly well educated in this topic. It is important that pre-service physics teachers know what sort of…

Insights from a Subject Knowledge Enhancement Course for Preparing New Chemistry and Physics Teachers

ERIC Educational Resources Information Center

Inglis, Michael; Mallaburn, Andrea; Tynan, Richard; Clays, Ken; Jones, Robert Bryn

2013-01-01

A recent Government response to shortages of new physics and chemistry teachers is the extended subject knowledge enhancement (SKE) course. Graduates without a physics or chemistry bachelor degree are prepared by an SKE course to enter a Postgraduate Certificate in Education (PGCE) programme to become science teachers with a physics or chemistry…

Physical Education Teacher Attitudes towards the Effectiveness of Sport Activities in Northern-East Badia

ERIC Educational Resources Information Center

Al-Oun, Ismael Sood

2015-01-01

The purpose of this study is to investigate physical education teacher attitudes towards the effectiveness of sport activities in north-east Badia. The study population consisted of all teachers of physical education who are studying curriculum of physical education in schools affiliated to the Directorate of Education of the brigade desert…

What Do Pre-Service Physics Teachers Know and Think about Concept Mapping?

ERIC Educational Resources Information Center

Didis, Nilüfer; Özcan, Özgür; Azar, Ali

2014-01-01

In order to use concept maps in physics classes effectively, teachers' knowledge and ideas about concept mapping are as important as the physics knowledge used in mapping. For this reason, we aimed to examine pre-service physics teachers' knowledge on concept mapping, their ideas about the implementation of concept mapping in physics…

Teachers' Beliefs about Improving Transfer of Algebraic Skills from Mathematics into Physics in Senior Pre-University Education

ERIC Educational Resources Information Center

Tursucu, Süleyman; Spandaw, Jeroen; Flipse, Steven; de Vries, Marc J.

2017-01-01

Students in senior pre-university education encounter difficulties in the application of mathematics into physics. This paper presents the outcome of an explorative qualitative study of teachers' beliefs about improving the transfer of algebraic skills from mathematics into physics. We interviewed 10 mathematics and 10 physics teachers using a…

The Nature and Incorporation of CSPAP Learning Experiences in Physical Education Teacher Education: Accounts of Faculty from "Highly Effective" Programs

ERIC Educational Resources Information Center

Webster, Collin A.; Russ, Laura; Webster, Liana; Molina, Sergio; Lee, Heesu; Cribbs, Jason

2016-01-01

The purpose of this study was to examine faculty accounts of the nature and incorporation of Comprehensive School Physical Activity Program (CSPAP) learning experiences for preservice physical education teachers (PPETs) in undergraduate physical education teacher education (PETE). Nine individuals employed as faculty members in different PETE…

Broadening the trans-contextual model of motivation: A study with Spanish adolescents.

PubMed

González-Cutre, D; Sicilia, Á; Beas-Jiménez, M; Hagger, M S

2014-08-01

The original trans-contextual model of motivation proposed that autonomy support from teachers develops students' autonomous motivation in physical education (PE), and that autonomous motivation is transferred from PE contexts to physical activity leisure-time contexts, and predicts attitudes, perceived behavioral control and subjective norms, and forming intentions to participate in future physical activity behavior. The purpose of this study was to test an extended trans-contextual model of motivation including autonomy support from peers and parents and basic psychological needs in a Spanish sample. School students (n = 400) aged between 12 and 18 years completed measures of perceived autonomy support from three sources, autonomous motivation and constructs from the theory of planned behavior at three different points in time and in two contexts, PE and leisure-time. A path analysis controlling for past physical activity behavior supported the main postulates of the model. Autonomous motivation in a PE context predicted autonomous motivation in a leisure-time physical activity context, perceived autonomy support from teachers predicted satisfaction of basic psychological needs in PE, and perceived autonomy support from peers and parents predicted need satisfaction in leisure-time. This study provides a cross-cultural replication of the trans-contextual model of motivation and broadens it to encompass basic psychological needs. © 2013 John Wiley & Sons A/S. Published by John Wiley & Sons Ltd.

The effectiveness of Concept Mapping Content Representation Lesson Study (ComCoReLS) model to improve skills of Creating Physics Lesson Plan (CPLP) for pre-service physics teacher

NASA Astrophysics Data System (ADS)

Purwaningsih, E.; Sutoyo, S.; Wasis; Prahani, B. K.

2018-03-01

This research is aimed to analyse the effectiveness of ComCoReLS (Concept Mapping Content Representation Lesson Study) model towards the improvement skills of Creating Physics Lesson Plan (CPLP) for pre-service physics teacher. This research used one group pre-test and post-test design on 12 pre-service physics teacher at University of Malang State (Indonesia) in academic year 2016/2017. Data collection was conducted through test and interview. Skills of creating physics lesson plan for pre-service physics teacher measurement were conducted through Physics Lesson Plan Evaluation Sheet (PLPES). The data analysis technique was done by using paired t-test and n-gain. The CoMCoReLS model consists of 5 phases, including (1) Preparation, (2) Coaching, (3) Guided Practice, (4) Independent Practice, and (5) Evaluation. In the first, second, third and fifth phases are done at University of Malang State, while the fourth phase (Independent Practice) is done in SMAN 1 Singosari, SMAN 2 Malang, SMA Lab UM, MAN 3 Malang. The results showed that there was a significant increase in skills of creating physics lesson plan for pre-service physics teacher at α = 5% and n-gain average of high category. Thus, the ComCoReLS model is effective for improving skills of creating physics lesson plan for pre-service physics teacher.

Different Habitus: Different Strategies in Teaching Physics? Relationships between Teachers' Social, Economic and Cultural Capital and Strategies in Teaching Physics in Upper Secondary School

ERIC Educational Resources Information Center

Engström, Susanne; Carlhed, Carina

2014-01-01

With environmental awareness in the societies of today, political steering documents emphasize that all education should include sustainable development. But it seems to be others competing ideals for teaching physics, or why do the physics teachers teach as they do? Physics teachers in secondary school in Sweden have generally, been focused on…

Probing Pre-and In-Service Physics Teachers' Knowledge Using the Double-Slit Thought Experiment

ERIC Educational Resources Information Center

Asikainen, Mervi A.; Hirvonen, Pekka E.

2014-01-01

This study describes the use of the double-slit thought experiment as a diagnostic tool for probing physics teachers' understanding. A total of 9 pre-service teachers and 18 in-service teachers with a variety of different experience in modern physics teaching at the upper secondary level responded in a paper-and-pencil test and three of these…

Productive Pedagogies and Teachers' Professional Learning in Physical Education

ERIC Educational Resources Information Center

Bowes, Margot; Tinning, Richard

2015-01-01

This paper examines a professional development and learning intervention that sought to improve teachers' understandings of, and capacities to teach, "critical evaluation" in senior school physical education (SSPE). Physical education (PE) teachers and researchers formed a professional learning community (PLC) to deliver critical…

Integration of Geospatial Science in Teacher Education

ERIC Educational Resources Information Center

Hauselt, Peggy; Helzer, Jennifer

2012-01-01

One of the primary missions of our university is to train future primary and secondary teachers. Geospatial sciences, including GIS, have long been excluded from teacher education curriculum. This article explains the curriculum revisions undertaken to increase the geospatial technology education of future teachers. A general education class…

On the Role of Elective Disciplines in the Formation of Professional Competence of Students as Future Teachers

ERIC Educational Resources Information Center

Zhumabaeva, Zaida; Zhumasheva, Anara; Kenzhebayeva, Tattygul; Sakenov, Janat; Tleulesova, Ardak; Kenenbaeva, Marzhan; Hamzina, Sholpan

2016-01-01

The article examines essential characteristics and specific features, role of elective disciplines in the formation of professional competence of students as future teachers. Important and promising characteristics of the content of professional competence of students as future teachers have been studied and theoretically justified. We have…

Future Perfect?: Teachers' Expectations and Explanations of Their Latino Immigrant Students' Postsecondary Futures

ERIC Educational Resources Information Center

Dabach, Dafney Blanca; Suárez-Orozco, Carola; Hernandez, Sera J.; Brooks, Maneka Deanna

2018-01-01

Teacher expectancy research has demonstrated the greatest effects for members of racialized groups. Most research has focused on students' near-term abilities; missing are understandings of how teachers perceive their students' future trajectories. Drawing on social mirroring and attribution theories, this study investigates how 14 elementary,…

Future Foreign Language Teachers' Social and Cognitive Collaboration in an Online Environment

ERIC Educational Resources Information Center

Arnold, Nike; Ducate, Lara

2006-01-01

Discussion boards provide an interactive venue where new and future language teachers can reflect, evaluate, solve problems or simply exchange ideas (e.g., Bonk, Hansen, Grabner-Hagen, Lazar, & Mirabelli, 1996; DeWert, Babinski, & Jones, 2003; Kumari, 2001; Pawan, Paulus, Yalcin, & Chang, 2003). In addition, encouraging future teachers to learn…

Student perceptions of a good teacher: the gender perspective.

PubMed

Jules, V; Kutnick, P

1997-12-01

A large-scale survey of pupils' perceptions of a good teacher in the Caribbean republic of Trinidad and Tobago is reported. An essay-based, interpretative mode of research was used to elicit and identify constructs used by boys and girls. The study explores similarities and differences between boys and girls in their perceptions of a good teacher, in a society where girls achieve superior academic performance (than boys). A total of 1756 pupils and students aged between 8 and 16 provided the sample, which was proportional, stratified, clustered. Within these constraints classrooms were randomly selected to be representative of primary and secondary schools across the two islands. Altogether 1539 essays and 217 interviews were content analysed, coded for age development and compared between boys and girls. Content items identified by the pupils were logically grouped into: physical and personal characteristics of the teacher, quality of the relationship between the teacher and pupil, control of behaviour by the teacher, descriptions of the teaching process, and educational and other outcomes obtained by pupils due to teacher efforts. Female pupils identified more good teacher concepts at all age levels than males. There was some commonality between the sexes in concepts regarding interpersonal relationships and inclusiveness in the good teachers' teaching practices and boys showed significantly greater concerns regarding teacher control and use of punishment. Males as young as 8 years stated that good teachers should be sensitive to their needs. Only among the 16-year-old males were males noted as good teachers. Consideration is given to the roles of male and female teachers, how their classroom actions may set the basis for future success (or failure) of their pupils, and the needs of pupils with regard to teacher support within developing and developed countries.

Self-perceived assessment skill of prospective physics teachers

NASA Astrophysics Data System (ADS)

Efendi, R.; Rustaman, N. Y.; Kaniawati, I.

2018-05-01

Assessment skills are an important component of assessment practice, without adequate assessment skills it is unlikely that teacher assessment practices will produce desired student learning outcomes. This study was conducted to reveal self-perceived assessment skills of prospective physics teachers by using quantitative descriptive analysis, and involving 92 prospective physics teachers who were experiencing teaching practice in junior high school and final project related to assessment. Data was collected by using Self-Perceived Assessment Science Skills Questionnaire consisted of 29 items related seven assessment competencies was developed and used in the study. Internal consistency reliability coefficient for the total scale scores was 0.87 as measured by Cronbach’s alpha. Determination of self-perceived assessment science skills detected from prospective physics teachers was carried out in descriptive statistics, in the form of respondent average values. Research findings show that self-perceived assessment skills of prospective physics teachers was categorized as transition.

Professional "Development" and Professional "Learning": Bridging the Gap for Experienced Physical Education Teachers

ERIC Educational Resources Information Center

Armour, Kathleen M.; Yelling, Martin

2004-01-01

This article analyses the career-long continuing professional development (CPD) of 85 experienced physical education (PE) teachers in England. Data were collected using semi-structured interviews (20 teachers) and open-ended profile questionnaires (a further 65 teachers) to find out what forms of professional development these teachers had…

Leading by Example: Teacher Educators' Professional Learning through Communities of Practice

ERIC Educational Resources Information Center

MacPhail, Ann; Patton, Kevin; Parker, Melissa; Tannehill, Deborah

2014-01-01

There has been a limited interest in examining physical education teacher educators' role and practices in embedding professional responsibility and commitment to continued professional learning for both teacher educators and pre-service teachers in a physical education teacher education (PETE) program (MacPhail, 2011) Directed by a landscape…

Physical education Teachers' and public health Nurses' perception of Norwegian high school Students' participation in physical education - a focus group study.

PubMed

Abildsnes, Eirik; Stea, Tonje H; Berntsen, Sveinung; Omfjord, Christina S; Rohde, Gudrun

2015-12-24

High quality physical education programs in high schools may facilitate adoption of sustainable healthy living among adolescents. Public health nurses often meet students who avoid taking part in physical education programs. We aimed to explore physical education teachers' and public health nurses' perceptions of high school students' attitudes towards physical education, and to explore physical education teachers' thoughts about how to facilitate and promote students' participation in class. Prior to an initiative from physical education teachers, introducing a new physical education model in two high schools in the South of Norway, we conducted focus groups with 6 physical education teachers and 8 public health nurses. After implementation of the new model, we conducted two additional focus group interviews with 10 physical education teachers. In analyses we used Systematic Text Condensation and an editing analysis style. In general, the students were experienced as engaged and appreciating physical education lessons. Those who seldom attended often strived with other subjects in school as well, had mental health problems, or were characterized as outsiders in several arenas. Some students were reported to be reluctant to expose their bodies in showers after class, and students who seldom attended physical education class frequently visited the school health services. Although the majority of students were engaged in class, several of the students lacked knowledge about physical fitness and motoric skills to be able to master daily activities. The participants related the students' competence and attitude towards participation in physical education class to previous experiences in junior high school, to the competence of physical education teachers, and to possibility for students to influence the content of physical education programs. The participants suggested that high school students' attitudes towards participation in physical education is heterogeneous, depends on the students' previous experiences, and on their present health and quality of life. All participants recommended adolescents to take part in program development, and selecting activities that generate competence, fun and enjoyment.

Exploring physics concepts among novice teachers through CMAP tools

NASA Astrophysics Data System (ADS)

Suprapto, N.; Suliyanah; Prahani, B. K.; Jauhariyah, M. N. R.; Admoko, S.

2018-03-01

Concept maps are graphical tools for organising, elaborating and representing knowledge. Through Cmap tools software, it can be explored the understanding and the hierarchical structuring of physics concepts among novice teachers. The software helps physics teachers indicated a physics context, focus questions, parking lots, cross-links, branching, hierarchy, and propositions. By using an exploratory quantitative study, a total 13-concept maps with different physics topics created by novice physics teachers were analysed. The main differences of scoring between lecturer and peer-teachers’ scoring were also illustrated. The study offered some implications, especially for physics educators to determine the hierarchical structure of the physics concepts, to construct a physics focus question, and to see how a concept in one domain of knowledge represented on the map is related to a concept in another domain shown on the map.

The Effect of Teacher Education Programs on Future Elementary Mathematics Teachers' Knowledge: A Five-Country Analysis Using TEDS-M Data

ERIC Educational Resources Information Center

Qian, Hong; Youngs, Peter

2016-01-01

This article addresses the problem of how opportunities to learn in teacher education programs influence future elementary mathematics teachers' knowledge. This study used data collected for the Teacher Education and Development Study in Mathematics (TEDS-M). TEDS-M measured the mathematics content knowledge (MCK) and the mathematics pedagogical…

Relationship between quality of life and occupational stress among teachers.

PubMed

Yang, X; Ge, C; Hu, B; Chi, T; Wang, L

2009-11-01

With major changes in the education system and limited resources supplied by the Government, Chinese teachers have been suffering from greater occupational stress in recent years, which is believed to affect their physical and mental health. The aim of this study was to explore the relationship between quality of life and occupational stress in primary and middle school teachers. Originals. A cross-sectional study was conducted using cluster sampling. The study population was composed of 3570 school teachers working in 64 primary and middle schools in Heping District in Shenyang, China. A demographic questionnaire, the 36-item Short-Form Health Survey (SF-36) and the Occupational Stress Inventory Revised Edition were employed to collect demographic variables and assess quality of life and occupational stress. Multivariate stepwise linear regression analyses were performed to study the relationship between quality of life and occupational stress. The mean scores for both male and female teachers in this study were significantly lower than those for the Chinese general population for all dimensions of quality of life, except mental health and vitality (P<0.05). Male teachers scored significantly higher than female teachers for physical functioning, bodily pain, vitality and physical health (P<0.05). Age, role overload, role insufficiency, vocational strain, psychological strain, physical strain, recreation and rational coping were significantly associated with both the physical and mental component summaries of the SF-36 (P<0.05). Gender, physical environment and self-care appeared to be robust indicators of physical health (P<0.05), while role insufficiency, interpersonal strain and social support were strong indicators of mental health (P<0.05). In China, teachers have a lower health status than the general population. The quality of life of female teachers is worse than that of male teachers, and deteriorates with age. Occupational stress and strain induce worsening physical and mental conditions for teachers, while coping resources could promote their health. This study suggests that having adequate coping resources, especially social support, in workplaces may be an important factor for improving teachers' quality of life. Moreover, psychological interventions should be set up for teachers, and psychological counselling should be provided to relieve stress and enhance quality of life.

Investigation of Physics Teacher Candidates' Cognitive Structures about "Electric Field": A Free Word Association Test Study

ERIC Educational Resources Information Center

Türkkan, Ercan

2017-01-01

The aim of this study is to investigate the cognitive structures of physics teacher candidates about "electric field." Phenomenographic research method, one of the qualitative research patterns, was used in the study. The data of the study was collected from 91 physics teacher candidates who had taken General Physics II course at…

The Effect of Learning the History of Physics on the Scientific Epistemological Beliefs of Pre-Service Teachers

ERIC Educational Resources Information Center

Tanel, Zafer

2013-01-01

This study examined the effect of learning the history of physics on the epistemological beliefs of pre-service physics teachers. The research was conducted with 25 pre-service physics teachers using a single-group pre-test/post-test experimental model. The quantitative data of the research were collected using the Turkish version of the…

Physical Education Teachers' Perceptions about the Effectiveness and Acceptability of Strategies Used to Increase Relevance and Choice for Students in Physical Education Classes

ERIC Educational Resources Information Center

Bennie, Andrew; Peralta, Louisa; Gibbons, Sandra; Lubans, David; Rosenkranz, Richard

2017-01-01

School physical education (PE) aims to develop students' knowledge and skills for lifelong participation in physical activity (PA). Unfortunately, many PE teachers report that motivating students is a significant challenge. The purpose of this study was to explore PE teacher perceptions about the effectiveness and acceptability of three…

On the Declining Interest in Physics among Students--From the Perspective of Teachers

ERIC Educational Resources Information Center

Oon, Pey-Tee; Subramaniam, R.

2011-01-01

This study examines physics teachers' views on factors that contribute to the declining interest in physics among school students. A total of 190 physics teachers from 91 secondary schools and nine junior colleges in Singapore participated in this study, which used a survey instrument to seek their views. Rasch analysis was used to analyze the…

The Impact of Teacher Quality Grants on Long-Term Professional Development of Physical Science Teachers

NASA Astrophysics Data System (ADS)

Urquhart, Mary L.; Bober, Kendra M.

2006-02-01

The Texas Higher Education Coordinating Board Teacher Quality Grants, supported through No Child Left Behind, are intended to ensure that secondary teachers of specific subjects are "highly qualified". Now in their third year, these grants have done much to shape long-term professional development for teachers in the physical sciences at the University of Texas at Dallas (UTD). The grants have also created a suite of challenges and benefits for the UTD Science Education M.A.T. program. Teacher Quality Grants are based on the No Child Left Behind framework that requires teachers to be "highly qualified" as defined by the state. Recruitment is required to be targeted at teachers who are uncertified or teach one or more classes out of their content area and who work in high needs local school districts. Many of the students brought into our program through these grants have incoming content knowledge in physics similar to that typical of undergraduate non-majors, and a large percentage are uncomfortable with basic mathematics as well. How and what we teach has been dramatically impacted by the Teacher Quality Grants, as have our assessments and evaluations. An ongoing challenge has been to implement a Physics Education Research (PER)-based course design while meeting the specific requirements of the Teacher Quality Grant program. The Teacher Quality Grants have also provided a great deal of opportunity to new and existing teachers in our program. A barrier to our teachers, rising tuition costs, has been removed and as a result a mandate has become a doorway of opportunity for physical science teachers.

[The role of physical education teachers to support overweight and obese pupils].

PubMed

Jodkowska, Maria; Oblacińska, Anna; Tabak, Izabela; Radiukiewicz, Katarzyna

2010-01-01

School-based physical education (PE) is often proposed as a strategy for obesity prevention and treatment. Thus the role of PE teachers is crucial on this field. The purpose of this study was to investigate the perception of PE teachers towards overweight and obese pupils aged 13-15 years, especially psychosomatic problems and support for obese adolescents in realisation of physical activity programme. A random sample of 185 PE teachers from 112 lower secondary schools in Poland were surveyed regarding their perception of pupils obesity and their support for obese adolescents. PE teachers observed many negative features among obese pupils: Two thirds of teachers (67% male and 74% teachers with work experience 6-10 years) observed decreased physical fitness and exercise capacity in this group of pupils. Body-related barriers in obese pupils and anxiety caused by weight related peer teasing were observed by respectively 30% and 20% teachers more often women teachers and teachers with shorter work experience. PE teachers were engaged in activities to support obese pupils: 90% of them assessed obese pupils by personal development, 70% conducted counseling and 20% cooperated with obese pupils' parents. Two third of teachers reported successes in their work with obese pupils. Their difficulties were connected with body-related barriers in pupils (24%), and aversion to exercise and physical efforts and location of PE lessons at school (9-16%). 1. The PE teachers can play an important role in preventing and combating obesity in pupils. 2. PE teachers should be motivated to organize interesting PE lessons, school sport and competitions for both normal and overweight pupils.

Project Method in Preparation of Future Preschool Teachers

ERIC Educational Resources Information Center

Anisimova, Ellina; Ibatullin, Rinat

2018-01-01

This article covers the issue of formation of information competence of future preschool teachers. Efficiency of using information technologies in educational process depends on the level of information competence of a teacher. A modern teacher has to use information technologies reasonably, that contribute to enriching of development of cognitive…

Community College Roles in Teacher Education: Current Approaches and Future Possibilities.

ERIC Educational Resources Information Center

Townsend, Barbara K.; Ignash, Jan M, ED.

2003-01-01

Examines the current role of community colleges in pre-service and in-service teacher education, including the development of the associate of arts degree in teacher education, the community college baccalaureate in teacher education, and alternative certification programs. Discusses factors influencing future trends and predictions about the…

Comprehensive School Physical Activity Programs: Recommendations for Physical Education Teacher Education

ERIC Educational Resources Information Center

Zhang, Xiaoxia; Gu, Xiangli; Zhang, Tao; Keller, Jean; Chen, Senlin

2018-01-01

Comprehensive school physical activity programs (CSPAPs) aim to promote physical activity and healthy lifestyles among school-age children and adolescents. Physical educators are highly qualified individuals taking on the role of certified physical activity leaders. Physical education teacher education (PETE) programs should consider preparing…

The Effect of Classroom Capacity on Vocal Fatigue as Quantified by the Vocal Fatigue Index.

PubMed

Banks, Russell E; Bottalico, Pasquale; Hunter, Eric J

2017-01-01

Previous research has concluded that teachers are at a higher-than-normal risk for voice issues that can cause occupational limitations. While some risk factors have been identified, there are still many unknowns. A survey was distributed electronically with 506 female teacher respondents. The survey included questions to quantify three aspects of vocal fatigue as captured by the Vocal Fatigue Index (VFI): (1) general tiredness of voice (performance), (2) physical discomfort associated with voicing (pain), and (3) improvement of symptoms with rest (recovery). The effect of classroom capacity on US teachers' self-reported experience of vocal fatigue was analyzed. The results indicated that a classroom's capacity significantly affected teachers' reported amounts of vocal fatigue, while a teacher's age also appeared to significantly affect the reported amount of vocal fatigue. A quadratic rather than linear effect was seen, with the largest age effect occurring at around 40-45 years in all three factors of the VFI. Further factors which may affect vocal fatigue must be explored in future research. By understanding what increases the risk for vocal fatigue, educators and school administrators can take precautions to mitigate the occupational risk of short- and long-term vocal health issues in school teachers. © 2017 S. Karger AG, Basel.

[Role of school lunch in primary school education: a trial analysis of school teachers' views using an open-ended questionnaire].

PubMed

Inayama, T; Kashiwazaki, H; Sakamoto, M

1998-12-01

We tried to analyze synthetically teachers' view points associated with health education and roles of school lunch in primary education. For this purpose, a survey using an open-ended questionnaire consisting of eight items relating to health education in the school curriculum was carried out in 100 teachers of ten public primary schools. Subjects were asked to describe their view regarding the following eight items: 1) health and physical guidance education, 2) school lunch guidance education, 3) pupils' attitude toward their own health and nutrition, 4) health education, 5) role of school lunch in education, 6) future subjects of health education, 7) class room lesson related to school lunch, 8) guidance in case of pupil with unbalanced dieting and food avoidance. Subjects described their own opinions on an open-ended questionnaire response sheet. Keywords in individual descriptions were selected, rearranged and classified into categories according to their own meanings, and each of the selected keywords were used as the dummy variable. To assess individual opinions synthetically, a principal component analysis was then applied to the variables collected through the teachers' descriptions, and four factors were extracted. The results were as follows. 1) Four factors obtained from the repeated principal component analysis were summarized as; roles of health education and school lunch program (the first principal component), cooperation with nurse-teachers and those in charge of lunch service (the second principal component), time allocation for health education in home-room activity and lunch time (the third principal component) and contents of health education and school lunch guidance and their future plan (the fourth principal component). 2) Teachers regarded the role of school lunch in primary education as providing daily supply of nutrients, teaching of table manners and building up friendships with classmates, health education and food and nutrition education, and developing food preferences through eating lunch together with classmates. 3) Significant positive correlation was observed between "the teachers' opinion about the role of school lunch of providing opportunity to learn good behavior for food preferences through eating lunch together with classmates" and the first principal component "roles of health education and school lunch program" (r = 0.39, p < 0.01). The variable "the role of school lunch is health education and food and nutrition education" showed positive correlation with the principle component "cooperation with nurse-teachers and those in charge of lunch service" (r = 0.27, p < 0.01). Interesting relationships obtained were that teachers with longer educational experience tended to place importance in health education and food and nutrition education as the role of school lunch, and that male teachers regarded the roles of school lunch more importantly for future education in primary education than female teachers did.

Preservice Teachers' Belief Systems toward Curricular Outcomes for Physical Education

ERIC Educational Resources Information Center

Kulinna, Pamela Hodges; Brusseau, Timothy; Ferry, Matthew; Cothran, Donetta

2010-01-01

This study was grounded in the belief systems and physical activity literature and investigated preservice teachers' belief systems toward curricular outcomes for physical education programs. Preservice teachers (N = 486; men = 62%, women = 38%) from 18 U.S. colleges/universities shared their beliefs about curricular outcomes. Preservice teachers…

Developing HALM Teaching Competencies in PETE Teacher Candidates

ERIC Educational Resources Information Center

Wilkinson, Carol; Prusak, Keven; Zanandrea, Maria

2018-01-01

The lifetime activities approach, which grew out of the lifetime physical activity model, has informed the practice of one physical education teacher education (PETE) program as it prepares teacher candidates to teach K-12 students about the importance of health, health-related fitness, and physical activity. Health-enhancing behaviors such as…

Student Teachers' Attitudes about Basic Physics Laboratory

ERIC Educational Resources Information Center

Yesilyurt, Mustafa

2004-01-01

In this study an attitude questionnaire was developed and applied to identify student teachers' interests and attitudes for basic physics laboratory. In physics laboratory practices run by a higher education institution a new attitude questionnaire was developed and applied twice in two terms by researchers to increase student teachers' success…

Physical Education Teacher Education (PETE) in Canada

ERIC Educational Resources Information Center

Melnychuk, Nancy; Robinson, Daniel; Lu, Chunlei; Chorney, David; Randall, Lynn

2011-01-01

The purpose of this study was to identify physical education (PE) teacher educators and examine physical education teacher education (PETE) programs presently offered at undergraduate degree-granting Canadian universities. The investigation was conceptualized by issues related to the dislodging of PETE from a central to a marginal role in higher…

Concerns of the Novice Physical Education Teacher

ERIC Educational Resources Information Center

Gordon, Evelyn J.

2016-01-01

The purpose of this case study was to examine novice physical education teachers in the first and second year of teaching. Participants included two novice physical education teachers, John in Year 1 and Mark in Year 2. Methodology included observations, semistructured interviews, and documents. Data were analyzed using open coding and constant…

Prospective Physics Teachers' Awareness of Radiation and Radioactivity

ERIC Educational Resources Information Center

Tasoglu, Aslihan Kartal; Ates, Özlem; Bakaç, Mustafa

2015-01-01

The purpose of this study is to investigate prospective physics teachers' knowledge of and attitude towards radiation and radioactivity. Participants of this study are 56 prospective physics teachers. A questionnaire related with the knowledge about radiation and radiation fear was conducted. The results of this study showed that most of the…

Physical Education Teachers' Organizational Commitment

ERIC Educational Resources Information Center

Demir, Hayri

2013-01-01

The aim of this study was to determine physical education teachers' organizational commitment levels. The sample consisted of 204 physical education teachers working in the city center of Konya in the 2011 to 2012 academic year. The respondents were randomly selected in this research. Data collected for this research by using the Scale for…

PEOPLE IN PHYSICS: Interview with Stuart Leadstone, a winner of the Institute of Physics Teacher of Physics Awards, 1998

NASA Astrophysics Data System (ADS)

Dobson, Ken

1998-09-01

Stuart Leadstone was an outstanding winner in a vintage year of six secondary school teachers who gained an award for 1998. There were also four primary teachers. It is fair to say that many of these didn't know how good they were - they were just doing their `ordinary job'. If you can identify such a teacher in a school near you, ask Catherine Wilson at the Institute of Physics HQ how you can send in a nomination.

Profile of Prospective Physics Teachers on Assessment Literacy

NASA Astrophysics Data System (ADS)

Efendi, R.; Rustaman, N. Y.; Kaniawati, I.

2017-02-01

A study about assessment literacy of prospective Physics teachers was conducted with the involvement of 45 prospective physics teachers. Data collected by using test consisted of seven competencies. The profile of prospective physics teachers on assessment literacy determined in descriptive statistics, in the form of respondent average values. Research finding shows that prospective physics teachers were weak at all competency areas. The average values of the Choosing assessment methods appropriate for instructional decisions is the highest average values and the average values of the communicating assessment results to students, parents, other lay audiences, and other educators is the lowest average values. In depth study to detect the reason underlined the results was still in progress so far, as another aspect was planned to be administered on the next semester.

Physical Education Pre-Service Teachers' Understanding, Application, and Development of Critical Thinking

ERIC Educational Resources Information Center

Liu, Jiling; McBride, Ron E.; Xiang, Ping; Scarmardo-Rhodes, Melissa

2018-01-01

To better prepare physical education (PE) teachers, this study explored a group of pre-service teachers' understanding, application, and development of critical thinking (CT) in a capstone methods course. Participants were 12 pre-service teachers from a PE teacher education (PETE) program at a large university in the southwestern United States.…

The Experiences of African American Physical Education Teacher Candidates at Secondary Urban Schools

ERIC Educational Resources Information Center

Sato, Takahiro; Fisette, Jennifer; Walton, Theresa

2013-01-01

Presently, most physical education teachers in the United States are White Americans and from middle class families. In fact, 83% of all teachers in public schools are White Americans, whereas approximately 10% of all African American teachers are representative of all teachers in the United States. A student might feel cultural dissonance that…

Enhancing Practice through Clinically Rich Methods Courses in Physical Education: Perceptions of Preservice Teachers and Their Cooperating Teachers

ERIC Educational Resources Information Center

Flory, Sara Barnard; Burns, Rebecca West

2017-01-01

Similar to other teacher education disciplines, Physical Education Teacher Education (PETE) must adjust to calls for clinically rich teacher preparation because knowledge learned in PETE does not easily transfer to cultures of schools, classrooms, and gymnasia. Opportunity exists to understand more about clinically rich PETE courses, particularly…

An Approach to Develop Physics Student Teachers' Skills of Using Instructional Technology

ERIC Educational Resources Information Center

Devecioglu, Yasemin; Akdeniz, Ali Riza

2008-01-01

It is very important to develop student teachers' skills and knowledge during the pre-service teacher education process. In this study, the effectiveness of the approach in which student teachers' gained the skills of developing and using Teacher Guided Materials (TGMs) based on integration of technology on physics education in Special Teaching…

Like Peas and Carrots: Combining Wellness Policy Implementation With Classroom Education for Obesity Prevention in the Childcare Setting.

PubMed

Cotwright, Caree J; Bales, Diane W; Lee, Jung Sun; Parrott, Kathryn; Celestin, Nathalie; Olubajo, Babatunde

We evaluated an intervention combining policy training and technical assistance for childcare teachers with a nutrition education curriculum to improve (1) the knowledge and self-efficacy of childcare teachers in implementing obesity prevention policies and practices, (2) the quantity and quality of nutrition and physical activity education, and (3) the childcare wellness environment. Thirteen teachers and 8 administrators (2 of whom were also teachers) from 8 childcare programs in Clarke County, Georgia, participated in the Healthy Child Care Georgia intervention during June-October 2015. The intervention included (1) training and technical assistance on obesity prevention policies, systems, and practices and (2) direct education by teachers using the Eat Healthy, Be Active curriculum. We assessed changes in program wellness policy adoption and teacher knowledge and self-efficacy from pre- to post-intervention through self-report questionnaires, interviews, and focus groups. Teachers' knowledge scores (maximum score = 100) rose significantly from a mean (SD) pre-intervention of 67.1 (14.6) to post-intervention of 83.2 (14.3) ( P < .001). The mean score for "teaching nutrition and activity to children" (maximum score = 105) rose significantly from 86.9 (8.2) to 93.5 (5.2) ( P = .011) and for "modeling and supporting children" (maximum score = 63) from 55.8 (5.1) to 59.5 (4.5) ( P = .015). The mean (SD) scores for breastfeeding and infant feeding policy/practice adoption (maximum score = 6) increased significantly from 2.5 (1.8) to 3.7 (1.9) ( P = .043) and for nutrition education policy/practice adoption (maximum score = 4) from 2.0 (1.3) to 3.3 (1.4) ( P = .019). The combined approach enhanced classroom nutrition education and improved the adoption of best practices. Future studies should examine the effects of using a combined approach to promote nutrition and physical activity policies and practices in the early care and education setting.

The Future of European Teacher Education in the Heavy Seas of Higher Education

ERIC Educational Resources Information Center

Zgaga, Pavel

2013-01-01

The aim of this paper is to reconsider recent pan-European developments in teacher education and to discuss some aspects of its future. Teacher education across Europe has been largely "universitised"; therefore, both its present and future should be discussed within the context of the general changes in European higher education deeply…

Methodology in Training Future Technology and Engineering Teachers in the USA

ERIC Educational Resources Information Center

Androshchuk, Iryna; Androshchuk, Ihor

2017-01-01

In the article, the defined problem has been justified and the significance of studying foreign experience in training future technology and engineering teachers in the USA has been determined. Particular attention has been paid to explanation of methods and forms of organization of future technology and engineering teachers' training in the USA.…

Formation of the Professional and Didactic Culture of the Future Teacher

ERIC Educational Resources Information Center

Mirzagitova, Alsu L.; Akhmetov, Linar G.

2016-01-01

Relevance: The relevance of the problem under investigation is caused by the fact that the problem of the formation of the professional and didactic culture of future teachers has not been sufficiently elaborated. The purpose of the article: The article aims to the solution of the problem of improving the content of future teachers' training with…

Gender differences in cardiovascular diseases risk for physical education teachers.

PubMed

Misigoj-Duraković, Marjeta; Duraković, Zijad; Ruzić, Lana; Findak, Vladimir

2004-01-01

The aim of the study was to evaluate the level of habitual physical activity in Croatian physical education (PE) teachers, as well as the existence of some other risk factors for the development of cardiovascular diseases (CVD). The sample consisted of 191 PE teachers aged 24 to 59 years (122 men, mean age 42.6+/-8.76 and 69 women, mean age 40.3+/-8.84;p=0.09). In order to assess the level of habitual physical activity, the teachers were asked to fill in Baecke's questionnaire. The questionnaire comprises 16 items testing physical loads at work, during sport activity and during leisure time. The questionnaire also contains 8 items, each of them representing a certain cardiovascular risk factor. In comparison to average adult employed population, PE teachers have a significantly higher level of sport and leisure time activity, which could have a favorable impact on the incidence of particular risk factors, such as overweight/obesity, systolic hypertension and blood cholesterol level. This is more obvious in females PE teachers who pay more attention to the principles of healthy life style: optimal body weight regulation, low fat diet and higher amount of leisure time physical activity (significantly higher than in male teachers). Female PE teachers who have maintained their active life style decrease the risk of CVD, particularly after the age of 55. Although it is necessary to keep in mind all the limitations of a questionnaire study, this preliminary report leads to the conclusion that male PE teachers, although physically active at job, have still kept sedentary habits, often have maintained heavy smoking habits, are slightly overweight, thus minimizing the positive effects of their demanding workplace. Consequently, average male PE teachers' risk for CVD development corresponds to the risk of general male population.

Preparing Future Teachers through Distance Learning: An Empirical Study on Students' Perception of Teacher Education Program Provided by AIOU Pakistan

ERIC Educational Resources Information Center

Nadeem, Mohammed; Ali, Akhtar; Maqbool, Saira

2013-01-01

The purpose of the current study was to analyse the pre service teachers training programs for the distance learners of Allama Iqbal Open University (AIOU) Islamabad, Pakistan. This kind of training is provided to the future teachers enrolled to acquire pre service training to become a teacher in a Government educational institution in Pakistan.…

America Reads-Mississippi Future Teacher Corps: A Study of Program Completers' Perception of Factors Influencing the Decision to Become and Remain Classroom Teachers

ERIC Educational Resources Information Center

Moore, Deborah Green

2012-01-01

Despite the number of programs in Mississippi that focus on developing and training teachers, the State continues to face a critical teacher shortage. This non-experimental, ex-post facto, quantitative study investigated the America Reads-Mississippi (ARM) Future Teacher Corps (FTC) program, an AmeriCorps program in Mississippi with a mission to…

An Analysis of Subject Matter Content of High School Physics Courses in Selected Schools of Nebraska.

ERIC Educational Resources Information Center

Kallemeyn, LeRoy Willard

Determined were the kinds of physics study items used, and the emphasis placed per item, by both the Physical Science Study Committee (PSSC) teachers and the teachers of traditional physics materials in the state of Nebraska. A questionnaire was sent to teachers from the largest 100 schools, ranked by total enrollment, and to fifty other teachers…

Work-related violence, lifestyle, and health among special education teachers working in Finnish basic education.

PubMed

Ervasti, Jenni; Kivimäki, Mika; Pentti, Jaana; Salmi, Venla; Suominen, Sakari; Vahtera, Jussi; Virtanen, Marianna

2012-07-01

Studies have reported higher levels of absenteeism due to illness among special education teachers compared to other teachers, but it is not known which factors might contribute to this difference. We examined whether health, health behaviors, and exposure to violence at work differed between special education and general education teachers in Finnish basic education. Survey data from 5760 general and special education teachers were analyzed with multilevel logistic models adjusted for individual- and school-level confounding factors. No difference was found between the health behaviors of general and special education teachers. The differences in physical and mental health between the two groups were also relatively small. With regard to work-related violence, however, male special education teachers were 3 times more likely to be exposed to mental abuse, and 5 times more likely to be exposed to physical violence when compared to their male colleagues in general education. Although female special educators were also at an increased risk of mental abuse and physical violence compared to their female general teacher colleagues, their odds ratios for such an encounter were smaller (2- and 3-fold, respectively) than those of male special education teachers. The school-level variance of physical violence toward teachers was large, which indicates that while most schools have little physical violence toward teachers, schools do exist in which teachers' exposure to violence is common. These findings suggest that special education teachers may benefit from training for handling violent situations and interventions to prevent violence at schools. © 2012, American School Health Association.

Do teachers believe they are competent to promote healthy ICT use among their students?

PubMed

Zlamanski, R; Ciccarelli, M

2012-01-01

Information and communication technologies (ICT), including computers, are becoming commonplace tools for learning by school children in Australia and around the world. Teachers are responsible for integrating ICT into the school learning environment; however, they may not recognize how and when ICT use may compromise their students' physical health. Children's exposure to physical harm through the unhealthy use of ICT may have liability implications for the education sector. To determine (i) whether teachers consider it their responsibility to promote healthy ICT use among their students; (ii) teachers' self-perceived competence to do so; and (iii) what teachers perceive are the barriers and enablers to promoting healthy ICT use among their students. An online survey was developed for the study. All Catholic Education school principals in Western Australia (n=157) were sent an email link to the survey for distribution to teachers at their respective schools. Over the three week survey period, 95 teachers completed the survey. Descriptive and inferential statistics were used to analyze the data and summarize participants' responses. Fifty-five percent of teachers agreed they were concerned about their students' physical health when using ICT. Only 19% of teachers reported they frequently or always provided their students with information on how to use computers in their class in a way, so as to promote physical health. Teachers identified barriers to promoting healthy computing use among students including; insufficient time (47%), non-adjustable furniture (46%), and insufficient knowledge (41%). Male teachers reported more confidence in their ability to promote healthy ICT use among students than female teachers. Just over half of the teachers in this study were concerned for the physical health of their students when using ICT in the classroom. Respondents identified barriers that limit their ability to promote healthy practices to their students. Designing and implementing school-based computer ergonomics education programmes may assist teachers fulfil their duty of care in regard to the physical health and well-being of their students.

Physically active academic lessons: acceptance, barriers and facilitators for implementation.

PubMed

Dyrstad, Sindre M; Kvalø, Silje E; Alstveit, Marianne; Skage, Ingrid

2018-03-06

To improve health and academic learning in schoolchildren, the Active School programme in Stavanger, Norway has introduced physically active academic lessons. This is a teaching method combining physical activity with academic content. The purpose of this paper was to evaluate the response to the physically active lessons and identify facilitators and barriers for implementation of such an intervention. Five school leaders (principals or vice-principals), 13 teachers and 30 children from the five intervention schools were interviewed about their experiences with the 10-month intervention, which consisted of weekly minimum 2 × 45 minutes of physically active academic lessons, and the factors affecting its implementation. All interviews were transcribed and analysed using the qualitative data analysis program NVivo 10 (QSR international, London, UK). In addition, weekly teacher's intervention delivery logs were collected and analysed. On average, the physically active academic lessons in 18 of the 34 weeks (53%) were reported in the teacher logs. The number of delivered physically active academic lessons covered 73% of the schools' planned activity. Physically active lessons were well received among school leaders, teachers and children. The main facilitators for implementation of the physically active lessons were active leadership and teacher support, high self-efficacy regarding mastering the intervention, ease of organizing physically active lessons, inclusion of physically active lessons into the lesson curricula, and children's positive reception of the intervention. The main barriers were unclear expectations, lack of knowledge and time to plan the physiclly active lessons, and the length of the physically active lessons (15-20 min lessons were preferred over the 45 min lessons). Physically active academic lessons were considered an appropriate pedagogical method for creating positive variation, and were highly appreciated among both teachers and children. Both the principal and the teachers should be actively involved the implementation, which could be strengthened by including physical activity into the school's strategy. Barriers for implementing physically active lessons in schools could be lowered by increasing implementation clarity and introducing the teachers to high quality and easily organized lessons. Clinicaltrail.gov ID identifier: NCT03436355 . Retrospectively registered: 16th of Feb, 2018.

Teachers Envisioning Future Geography Education at Their Schools

ERIC Educational Resources Information Center

Béneker, Tine; Palings, Hans; Krause, Uwe

2015-01-01

One of the challenges of a geography teacher education program is preparing teachers for their leading roles in keeping geography education relevant for the young people of today. It is important to allow teachers to think about geography education and the future and to foster their curriculum-making competences. In a master course at Fontys…

Student Teachers' Perceptions on Educational Technologies' Past, Present and Future

ERIC Educational Resources Information Center

Orhan Goksun, Derya; Filiz, Ozan; Kurt, Adile Askim

2018-01-01

The aim of this study is to reveal Computer Education and Instructional Technologies student teachers', who are in a distance teacher education program, perceptions on past, present and educational technologies of future via infographics. In this study, 54 infographics, which were created by student teachers who were enrolled in Special Teaching…

Peculiarities of Future Technology Teachers' Training in Poland and Great Britain

ERIC Educational Resources Information Center

Androshchuk, Iryna; Androshchuk, Ihor

2017-01-01

The importance of studying foreign experience to enhance the efficiency of teacher training in higher education institutions has been justified. Peculiarities of future technology teachers' training in Poland and Great Britain have been considered. Special attention has been paid to revealing the ways of enhancing the level of teachers'…

Three Methods of Enhancing Global Educational Awareness for Future Teachers

ERIC Educational Resources Information Center

Haapanen, Iris

2013-01-01

Teachers can echo the ethnic diversity of students in simulation trips to achieve an appreciation of globally indigenous education practices for future teachers. This article explores the three methods of achieving this, consisting of technology, acting out, and simulated trips, as they may be used by teachers to blend the more salient…

Profiles of Opportunities to Learn for TEDS-M Future Secondary Mathematics Teachers

ERIC Educational Resources Information Center

Wang, Ting-Ying; Tang, Shu-Jyh

2013-01-01

This study used the data set from the Teacher Education and Development Study in Mathematics to identify the profiles of opportunities to learn (OTL) regarding topics studied in teacher preparation programs by future secondary mathematics teachers from 15 participating countries. The topics of inquiry covered tertiary-level mathematics,…

A Research on Future Mathematics Teachers' Instructional Explanations: The case of Algebra

ERIC Educational Resources Information Center

Guler, Mustafa; Celik, Derya

2016-01-01

In this study, explanations of future mathematics teachers about algebra were analysed according to the levels of understanding used by Kinach (2002). The participants for the study were 101 teacher candidates attending the final semester of a teacher training program. For data collection, a form containing four scenario-type items were…

The role of proletarianization in physical education teacher attrition.

PubMed

Macdonald, D

1995-06-01

As the quality of education provisions continues to come under scrutiny, so too have the conditions for teachers' work. The purpose of this study was to ascertain what were the dissatisfactions for beginning physical education teachers in Australian schools. Qualitative data were collected using interviews, journals, photographs, and field notes. Data yielded five main categories underpinning teacher dissatisfaction: (a) lack of status, (b) repetitive nature of physical education work, (c) limited decision making, (d) personal and professional surveillance, and (e) unprofessional staffroom culture. The construct of proletarianization was employed to explain the patterns that shape teachers' occupational socialization and underpin teachers' decisions to leave the profession.

Promoting Reflective Physics Teaching Through the Use of Collaborative Learning Annotation System

NASA Astrophysics Data System (ADS)

Milner-Bolotin, Marina

2018-05-01

Effective physics teaching requires extensive knowledge of physics, relevant pedagogies, and modern educational technologies that can support student learning. Acquiring this knowledge is a challenging task, considering how fast modern technologies and expectations of student learning outcomes and of teaching practices are changing Therefore 21st-century physics teachers should be supported in developing a different way of thinking about technology-enhanced physics teaching and learning. We call it Deliberate Pedagogical Thinking with Technology, and base it on the original Pedagogical Content Knowledge and Technological Pedagogical Content Knowledge frameworks. However, unlike the two aforementioned frameworks, the Deliberate Pedagogical Thinking with Technology emphasizes not only teachers' knowledge, but also their attitudes and dispositions about using digital tools in order to support student learning. This paper examines how an online system that allows an ongoing discussion of videos uploaded on it by the students can support reflection in physics teacher education. Examples of using such a system in physics teacher education and teacher-candidates' feedback on their experiences with it are also discussed.

NEWS: Teachers' Awards 2001

NASA Astrophysics Data System (ADS)

2000-09-01

Every year, as the result of an Education Group initiative, the UK Institute of Physics honours a small number of practising teachers in both the primary and secondary sectors. Nominations come from a variety of sources: students, pupils, head teachers, colleagues, governors, advisers, Institute branches and parents. Selection is by a panel of teachers and former teachers, people fully aware of the real work and rewards of being a teacher. To qualify for a Teacher's Award there is one basic criterion: is this person an exceptional teacher? It is not a competition, merely a wish to spotlight and celebrate the work of physics teachers in the classroom. This year nine awards were made, one for primary science and the rest for teaching physics in secondary schools and colleges. This was a higher number than in previous years and reflects the increased number of nominations received. If you know of a teacher who deserves recognition then please tell us. We are looking for teachers who inspire in their students a love of science (at the primary level) or physics (at the secondary level). We would particularly welcome more nominations from the primary sector. If you, or any of your children or relatives, can think of such a teacher then please contact Steven Chapman (Steven.Chapman@iop.org) for more details or a nomination form.

Enhancing Science Teacher Training Using Water Resources and GLOBE

NASA Technical Reports Server (NTRS)

Falco, James W.

2002-01-01

Heritage College, located on the Yakama Indian Reservation in south central Washington state, serves a multicultural, underserved, rural population and trains teachers to staff the disadvantaged school districts on and surrounding the reservation. In-service teachers and pre-service teachers in the area show strength in biology but have weak backgrounds in chemistry and mathematics. We are addressing this problem by providing a 2-year core of courses for 3 groups of 25 students (15 pre-service and 10 in-service teachers) using GLOBE to teach integrated physical science and mathematics. At the conclusion of the program, the students will qualify for science certification by Washington State. Water resources are the focal point of the curriculum because it is central to life in our desert area. The lack or excess of water, its uses, quality and distribution is being studied by using GIS, remote sensing and historical records. Students are learning the methodology to incorporate scientific protocols and data into all aspects of their future teaching curriculum. In addition, in each of the three years of the project, pre-service teachers attended a seminar series during the fall semester with presentations by collaborators from industry, agriculture, education and government agencies. Students used NASA educational materials in the presentations that they gave at the conclusion of the seminar series. All pre- and in-service teachers continue to have support via a local web site for Heritage College GLOBE participants.

Tracking the Career Paths of Physics Teachers in Texas

NASA Astrophysics Data System (ADS)

Mount, Jennifer; Marshall, Jill; Fuller, Edward

2013-10-01

In Texas, and some other states, there is a documented shortage of physics teachers, in terms of both number and qualifications. The shortage in Texas is due as much to teachers leaving the field (attrition) as to a lack of teachers entering. There are efforts under way to prepare more and better-qualified physics teachers who will stay in the field longer,2 but increasing the overall supply and retention will not necessarily address localized teacher shortages. To investigate this issue, we obtained a database cataloging every teacher who taught science in Texas public schools from 2003 to 2008, indicating the school where they taught during each of those years, the subjects they taught, and their route to certification. This allowed us to track not only teachers entering and leaving the public school system, but also migration between schools within the system. We found that migration poses a much bigger problem than attrition for some schools. We also found patterns in the movement of physics teachers in Texas that we would not necessarily have predicted and that varied substantially depending on certification.

Measuring teacher effectiveness in physical education.

PubMed

Rink, Judith E

2013-12-01

This article summarizes the research base on teacher effectiveness in physical education from a historical perspective and explores the implications of the recent emphasis on student performance and teacher observation systems to evaluate teachers for physical education. The problems and the potential positive effects of using student performance scores as well as establishing a comprehensive evaluation program are explored with supportive evidence that some level of accountability is necessary in our field to make significant change.

Studying Gender Bias in Physics Grading: The role of teaching experience and country

NASA Astrophysics Data System (ADS)

Hofer, Sarah I.

2015-11-01

The existence of gender-STEM (science, technology, engineering, and mathematics) stereotypes has been repeatedly documented. This article examines physics teachers' gender bias in grading and the influence of teaching experience in Switzerland, Austria, and Germany. In a 2 × 2 between-subjects design, with years of teaching experience included as moderating variable, physics teachers (N = 780) from Switzerland, Austria, and Germany graded a fictive student's answer to a physics test question. While the answer was exactly the same for each teacher, only the student's gender and specialization in languages vs. science were manipulated. Specialization was included to gauge the relative strength of potential gender bias effects. Multiple group regression analyses, with the grade that was awarded as the dependent variable, revealed only partial cross-border generalizability of the effect pattern. While the overall results in fact indicated the existence of a consistent and clear gender bias against girls in the first part of physics teachers' careers that disappeared with increasing teaching experience for Swiss teachers, Austrian teachers, and German female teachers, German male teachers showed no gender bias effects at all. The results are discussed regarding their relevance for educational practice and research.

Integrating Inquiry-Based Science and Education Methods Courses in a "Science Semester" for Future Elementary Teachers

NASA Astrophysics Data System (ADS)

Madsen, J.; Fifield, S.; Allen, D.; Brickhouse, N.; Dagher, Z.; Ford, D.; Shipman, H.

2001-05-01

In this NSF-funded project we will adapt problem-based learning (PBL) and other inquiry-based approaches to create an integrated science and education methods curriculum ("science semester") for elementary teacher education majors. Our goal is to foster integrated understandings of science and pedagogy that future elementary teachers need to effectively use inquiry-based approaches in their classrooms. This project responds to calls to improve science education for all students by making preservice teachers' experiences in undergraduate science courses more consistent with reforms at the K-12 level. The involved faculty teach three science courses (biology, earth science, physical science) and an elementary science education methods course that are degree requirements for elementary teacher education majors. Presently, students take the courses in variable sequences and at widely scattered times. Too many students fail to appreciate the value of science courses to their future careers as teachers, and when they reach the methods course in the junior year they often retain little of the science content studied earlier. These episodic encounters with science make it difficult for students to learn the content, and to translate their understandings of science into effective, inquiry-based teaching strategies. To encourage integrated understandings of science concepts and pedagogy we will coordinate the science and methods courses in a junior-year science semester. Traditional subject matter boundaries will be crossed to stress shared themes that teachers must understand to teach standards-based elementary science. We will adapt exemplary approaches that support both learning science and learning how to teach science. Students will work collaboratively on multidisciplinary PBL activities that place science concepts in authentic contexts and build learning skills. "Lecture" meetings will be large group active learning sessions that help students understand difficult concepts, make connections between class activities, and launch and wrap-up PBL problems. Labs will include activities from elementary science kits as launching points for in-depth investigations that demonstrate the continuity of science concepts and pedagogies across age levels. In the methods course, students will critically explore the theory and practice of elementary science teaching, drawing on their shared experiences of inquiry learning in the science courses. Field placements in elementary classrooms will allow students to ground their studies of science and pedagogy in actual practice.

Education majors' expectations and reported experiences with inquiry-based physics: Implications for student affect

NASA Astrophysics Data System (ADS)

Gaffney, Jon D. H.

2013-06-01

To address a perennial need to provide K-8 teachers with a solid foundation in science, there are many physics content courses throughout the United States. One such course is Physics and Astronomy for Teachers (PAT), which relies heavily on active-learning strategies. Although PAT is successful in teaching physics content, students sometimes report dissatisfaction with the course. Such instances of poor affect are worrisome because they may influence how teachers present science in their own classrooms. Therefore, this study investigates students’ affect in terms of their pedagogical expectations and potential personal learning outcomes with respect to PAT. Two sections of PAT, each containing approximately 40 students, were observed. Students in those sections were surveyed, and a sample were interviewed (N=10). An analysis of the data in terms of an expectancy violation framework shows that while students’ expectations regarding the hands-on and interactive components of PAT were met, they received substantially fewer lectures, class discussions, and opportunities to make class presentations than they had expected, even after they had been presented with the course syllabus and informed about the specific nature of the course. Additionally, students expected PAT to be more directly linked with their future teaching careers and therefore expected more opportunities to practice teaching science than they reported receiving. This investigation serves as a case study to provide insight into why students are sometimes frustrated and confused when first encountering active-learning classes, and it implies that instructors should be cognizant of those feelings and devote resources toward explicit orientation that emphasizes the purpose of the course and reasons behind their pedagogical choices.

Feasibility and efficacy of the Great Leaders Active StudentS (GLASS) program on children's physical activity and object control skill competency: A non-randomised trial.

PubMed

Nathan, Nicole; Sutherland, Rachel; Beauchamp, Mark R; Cohen, Kristen; Hulteen, Ryan M; Babic, Mark; Wolfenden, Luke; Lubans, David R

2017-12-01

This study aimed to assess the feasibility and efficacy of the Great Leaders Active StudentS (GLASS) program, a school-based peer-led physical activity and object control skill intervention. The study employed a quasi-experimental design. The study was conducted in two elementary schools, one intervention and one comparison, in Newcastle, New South Wales (NSW), Australia from April to June 2015 (N=224 students). Peer leaders (n=20) in the intervention school received training to deliver two 30-min object control skill sessions per week to students in Kindergarten, Grades 1 and 2 (5-8 years, n=83) over one school term (10 weeks). The primary outcome was pedometer assessed physical activity during school hours. Secondary outcomes included students' object control skill competency and peers' leadership self-efficacy and teacher ratings of peers' leadership skills. Almost all (19/20) GLASS sessions were delivered by peer leaders who reported high acceptability of the program. The treatment-by-time interaction for students' physical activity during school hours was not significant (p=0.313). The intervention effect on students' overall object control skills was statistically significant (mean difference 5.8 (95% CI 4.1, 7.4; p<0.001)). Teacher-rated peer leadership significantly improved (0.70; 95% CI 0.38-1.01); p<.001)). The GLASS program was found to be both feasible and acceptable. The intervention also resulted in improvements in students' overall object control skills as well as teacher-rated peers' leadership behaviours. Future fully powered trials using peer leaders to deliver fundamental movement skill (FMS) programs are warranted. Crown Copyright © 2017. Published by Elsevier Ltd. All rights reserved.

Family Predictors of Continuity and Change in Social and Physical Aggression from Ages 9 – 18

PubMed Central

Ehrenreich, Samuel E.; Beron, Kurt J.; Brinkley, Dawn Y.; Underwood, Marion K.

2014-01-01

This research examined developmental trajectories for social and physical aggression for a sample followed from age 9–18, and investigated possible family predictors of following different trajectory groups. Participants were 158 girls and 138 boys, their teachers, and their parents (21% African American, 5.3% Asian, 51.6% Caucasian, and 21% Hispanic). Teachers rated children’s social and physical aggression yearly in grades 3–12. Participants’ parent (83% mothers) reported on family income, conflict strategies, and maternal authoritarian and permissive parenting styles. The results suggested that both social and physical aggression decline slightly from middle childhood through late adolescence. Using a dual trajectory model, group based mixture modeling revealed three trajectory groups for both social and physical aggression: low-, medium-, and high-desisting for social aggression, and stably-low, stably-medium, and high-desisting for physical aggression. Membership in higher trajectory groups was predicted by being from a single-parent family, and having a parent high on permissiveness. Being male was related to both elevated physical aggression trajectories and the medium-desisting social aggression trajectory. Negative interparental conflict strategies did not predict social or physical aggression trajectories when permissive parenting was included in the model. Permissive parenting in middle childhood predicted following higher social aggression trajectories across many years, which suggests that parents setting fewer limits on children’s behaviors may have lasting consequences for their peer relations. Future research should examine transactional relations between parenting styles and practices and aggression to understand the mechanisms that may contribute to changes in involvement in social and physical aggression across childhood and adolescence. PMID:24888340

Family predictors of continuity and change in social and physical aggression from ages 9 to 18.

PubMed

Ehrenreich, Samuel E; Beron, Kurt J; Brinkley, Dawn Y; Underwood, Marion K

2014-01-01

This research examined developmental trajectories for social and physical aggression for a sample followed from age 9 to 18, and investigated possible family predictors of following different trajectory groups. Participants were 158 girls and 138 boys, their teachers, and their parents (21% African American, 5.3% Asian, 51.6% Caucasian, and 21% Hispanic). Teachers rated children's social and physical aggression yearly in grades 3-12. Participants' parent (83% mothers) reported on family income, conflict strategies, and maternal authoritarian and permissive parenting styles. The results suggested that both social and physical aggression decline slightly from middle childhood through late adolescence. Using a dual trajectory model, group-based mixture modeling revealed three trajectory groups for both social and physical aggression: low-, medium-, and high-desisting for social aggression, and stably-low, stably-medium, and high-desisting for physical aggression. Membership in higher trajectory groups was predicted by being from a single-parent family, and having a parent high on permissiveness. Being male was related to both elevated physical aggression trajectories and the medium-desisting social aggression trajectory. Negative interparental conflict strategies did not predict social or physical aggression trajectories when permissive parenting was included in the model. Permissive parenting in middle childhood predicted following higher social aggression trajectories across many years, which suggests that parents setting fewer limits on children's behaviors may have lasting consequences for their peer relations. Future research should examine transactional relations between parenting styles and practices and aggression to understand the mechanisms that may contribute to changes in involvement in social and physical aggression across childhood and adolescence. © 2014 Wiley Periodicals, Inc.

Relationships among Tasks, Time, and Student Practice in Elementary Physical Education

ERIC Educational Resources Information Center

Rasmussen, Jennifer F.; Scrabis-Fletcher, Kristin A.; Silverman, Stephen

2014-01-01

The purpose of this study was to examine how teachers structure class in elementary physical education and the impact their decisions have on the amount of appropriate practice students receive. Participants for this study were 10 third grade physical education teachers and their students. Each teacher taught two successive skill-related lessons…

Communities of Molecules: A Physical Chemistry Module. Teacher's Guide.

ERIC Educational Resources Information Center

DeVoe, Howard; Hearle, Robert

This teacher's guide is designed to provide science teachers with the necessary guidance and suggestions for teaching physical chemistry. The material in this book can be integrated with the other modules in a sequence that helps students see that chemistry is a unified science. Contents include: (1) "Introduction of Physical Chemistry"; (2) "The…

Outsourcing Physical Education in Primary Schools: Evaluating the Impact of Externally Provided Programmes on Generalist Teachers

ERIC Educational Resources Information Center

Whipp, Peter R.; Hutton, Heidi; Grove, J. Robert; Jackson, Ben

2011-01-01

In place of generalist delivery, externally provided physical activity programmes (EPPAPs) are potentially an effective method for offering primary school students specialist physical education (PE) instruction, as well as providing training for generalist classroom teachers. In the present study, a group of generalist teachers were interviewed…

The Career Trajectory of Physical Education Teachers in Hong Kong

ERIC Educational Resources Information Center

Sum, Raymond Kim Wai; Dimmock, Clive

2013-01-01

This study investigates the career trajectory of primary school physical education teachers (PSPETs) in Hong Kong. It is focused on the problems arising from apparent overload and the multiple roles of physical education teachers' career development in Hong Kong brought about by education and curriculum reforms. The specific research question is,…

High School Teachers' Understanding of Blackbody Radiation

ERIC Educational Resources Information Center

Balta, Nuri

2018-01-01

This study is a detailed look at the level of understanding of fundamental ideas about blackbody radiation (BBR) among physics teachers. The aim is to explore associations and ideas that teachers have regarding blackbody radiation: a concept used routinely in physics and chemistry, which is necessary to understand fundamentals of quantum physics.…

Determination Metacognitive Awareness of Physical Education Teachers

ERIC Educational Resources Information Center

Aktag, Isil; Semsek, Önder; Tuzcuoglu, Soner

2017-01-01

In this study metacognitive awareness of physical education teachers were investigated. A total of 537 physical education teachers were participated. Data were collected by a survey which was developed by Schraw and Dennison (1994) translated to Turkish by Akin, Abaci and Çetin (2007). The mean of the metacognitive awareness level of physical…

Brazilian Physical Education Teachers' Beliefs about Teaching Students with Disabilities

ERIC Educational Resources Information Center

Hodge, Samuel R.; Haegele, Justin; Gutierres Filho, Paulo; Rizzi Lopes, Gleides

2018-01-01

The purpose of this study was to analyse Brazilian physical education teachers' beliefs about their experiences teaching students with disabilities. Participants were six physical education teachers from schools located in the city of Brasília, Brazil. The research paradigm was descriptive-qualitative situated in the theory of planned behaviour.…

Turkish Pre-Service Physics Teachers' Preferred Learning Styles

ERIC Educational Resources Information Center

Kandil Ingec, Sebnem

2015-01-01

This study aims to determine the dominant learning styles of pre-service physics teachers and to examine them in terms of variables such as gender, information and communication technologies skills, academic achievement and type of motivation. Survey model was used. The sample composed of 50 pre-service physics teachers. The data were collected…

Teachers' Perceptions of How They Influence Student Academic Performance in VCE Physical Education

ERIC Educational Resources Information Center

Whittle, Rachael J.; Telford, Amanda; Benson, Amanda C.

2018-01-01

This research explored teacher perceptions of how they influence academic performance of Victorian Certificate of Education (VCE) Physical Education students. VCE Physical Education teachers (n = 37) from 31 secondary schools in Victoria, Australia participated in a qualitative study using focus groups with a semi-structured interview schedule.…

The Doxa of Physical Education Teacher Education--Set in Stone?

ERIC Educational Resources Information Center

Larsson, Lena; Linnér, Susanne; Schenker, Katarina

2018-01-01

In this paper, we critically examine the potential of assessment components in physical education teacher education (PETE) to either reinforce or challenge PETE students' conceptions of what a physical education (PE) teacher needs to know to teach this school subject. To understand the mechanisms that may contribute to the difficulty of…

Toward an Understanding of the Democratic Reconceptualization of Physical Education Teacher Education in Post-Military Brazil

ERIC Educational Resources Information Center

Da Matta, Gylton; Richards, K. Andrew R.; Hemphill, Michael A.

2015-01-01

Background: Teacher education, including physical education teacher education (PETE), around the world remains highly autocratic and content focused [Apple, M. W. 2000. "Official Knowledge: Democratic Education in a Conservative Age." New York: Routledge]. Scholars in physical education [O'Sullivan, M., D. Siedentop, and L. F. Locke.…

Physical Attacks: An Analysis of Teacher Characteristics Using the Schools and Staffing Survey

ERIC Educational Resources Information Center

Williams, Thomas O., Jr.; Ernst, Jeremy V.

2016-01-01

This study investigated physical attacks as reported by public school teachers on the most recent Schools and Staffing Survey (SASS) from the National Center for Education Statistics administered by the Institute of Educational Sciences. For this study, characteristics of teachers who responded affirmatively to having been physically attacked in…

Assessing Quality of Pre-Service Physics Teachers' Written Arguments

ERIC Educational Resources Information Center

Aydeniz, Mehmet; Gürçay, Deniz

2013-01-01

Purpose: The purpose of this study was to assess the quality of scientific arguments developed by pre-service physics teachers. Sample: The participants were 171 pre-service physics teachers recruited from two universities: 86 from University A and 85 from University B. Design and method: Participants were prompted to develop a written argument to…

Consistency between Constructivist Profiles and Instructional Practices of Prospective Physics Teachers

ERIC Educational Resources Information Center

Ates, Ozlem; Unal Coban, Gul; Kaya Sengoren, Serap

2018-01-01

This study aims to explain the extent to which prospective physics teachers' views and practices are consistent with the constructivist framework. A case study design was employed as the research approach. The study was conducted with 11 prospective physics teachers attending a state university in Turkey. Data was collected through semi-structured…

Relationship between Job Statisfaction Levels and Work-Family Conflicts of Physical Education Teachers

ERIC Educational Resources Information Center

Ulucan, Hakki

2017-01-01

Study aims to examine the relationship between perceived job satisfaction levels and work-family conflicts of the physical education teachers. Research group consists of 154 volunteer physical education teachers that work full time in governmental institutions in Kirsehir city and its counties. To acquire the job satisfaction datum; the Minnesota…

Exposure of Students to Emotional and Physical Violence in the School Environment.

PubMed

Aras, Şahbal; Özan, Sema; Timbil, Sevgi; Şemin, Semih; Kasapçi, Oya

2016-12-01

While peer abuse or physical violence in school is emphasized more, the physical and emotional violence caused by school staff has been emphasized less. The purpose of this study was to investigate the variables related to emotional and physical violence that students are exposed to in the school environment. This cross-sectional and descriptive study was conducted by applying a questionnaire to 434 fifth-grade students receiving education in the primary schools in Konak district of Izmir province. Being prepared by the researchers of this study, the questionnaire consisted of questions about the socio-demographic features of the child and the family, the place where the child has been raised, family income, average grade, and the emotional and physical violence of teachers, parents, and peers s/he has been exposed to within the last year. The Chi-square test, Mann-Whitney U test, and logistic regression analysis were used for statistical analyses. The study group consisted of 214 (49.3%) female and 220 (50.7%) male students. Students reported that they were exposed to at least one type of emotional violence from 59.4% of teachers, 52.8% of parents, and 61.8% of children at school; they were exposed to at least one type of physical violence from 42.9% of teachers, 33.6% of parents, and 24.9% of children at school. While the rate of encountering with the beating of another child was 53%, the rate of watching this in television/cinema was 52.8%. Regarding exposure to at least one type of violence, males were found to be significantly more exposed to emotional and physical violence from male teachers, female teachers, and fathers and physical violence from children at school. The factors regarding the exposure to emotional and physical violence by teachers were evaluated using logistic regression analysis, and it was determined that the physical violence from teachers, emotional violence from children in school, and emotional violence from parents could predict the emotional violence from teachers. For males, physical violence from children in school and emotional violence from teachers could predict the physical violence from teachers. In this study, the determination of the tendency of togetherness of different types of violence applied to students from different people groups like teachers, parents, and children in school makes us think about the possibility of common risk factors in terms of violence exposure. The risk factors determined in this study may guide us in planning protective interventions aimed at violence.

Exposure of Students to Emotional and Physical Violence in the School Environment

PubMed Central

ARAS, Şahbal; ÖZAN, Sema; TIMBIL, Sevgi; ŞEMİN, Semih; KASAPÇI, Oya

2016-01-01

Introduction While peer abuse or physical violence in school is emphasized more, the physical and emotional violence caused by school staff has been emphasized less. The purpose of this study was to investigate the variables related to emotional and physical violence that students are exposed to in the school environment. Methods This cross-sectional and descriptive study was conducted by applying a questionnaire to 434 fifth-grade students receiving education in the primary schools in Konak district of Izmir province. Being prepared by the researchers of this study, the questionnaire consisted of questions about the socio-demographic features of the child and the family, the place where the child has been raised, family income, average grade, and the emotional and physical violence of teachers, parents, and peers s/he has been exposed to within the last year. The Chi-square test, Mann-Whitney U test, and logistic regression analysis were used for statistical analyses. Results The study group consisted of 214 (49.3%) female and 220 (50.7%) male students. Students reported that they were exposed to at least one type of emotional violence from 59.4% of teachers, 52.8% of parents, and 61.8% of children at school; they were exposed to at least one type of physical violence from 42.9% of teachers, 33.6% of parents, and 24.9% of children at school. While the rate of encountering with the beating of another child was 53%, the rate of watching this in television/cinema was 52.8%. Regarding exposure to at least one type of violence, males were found to be significantly more exposed to emotional and physical violence from male teachers, female teachers, and fathers and physical violence from children at school. The factors regarding the exposure to emotional and physical violence by teachers were evaluated using logistic regression analysis, and it was determined that the physical violence from teachers, emotional violence from children in school, and emotional violence from parents could predict the emotional violence from teachers. For males, physical violence from children in school and emotional violence from teachers could predict the physical violence from teachers. Conclusion In this study, the determination of the tendency of togetherness of different types of violence applied to students from different people groups like teachers, parents, and children in school makes us think about the possibility of common risk factors in terms of violence exposure. The risk factors determined in this study may guide us in planning protective interventions aimed at violence. PMID:28360803

The relationship between physical activity and work ability - A cross-sectional study of teachers.

PubMed

Grabara, Małgorzata; Nawrocka, Agnieszka; Powerska-Didkowska, Aneta

2018-01-01

To assess relationship between physical activity (PA) and perceived work ability amongst teachers from the Upper Silesia, Poland. The study involved 171 teachers (129 women, 42 men) of primary and secondary schools of the Upper Silesia, Poland. Physical education teachers were excluded from the study. The level of PA was estimated using the International Physical Activity Questionnaire short version, and perceived work ability was estimated using Work Ability Index (WAI). Male teachers had significantly higher levels of vigorous-intensity PA, moderateintensity PA, and total weekly PA than female teachers. The recommendations of the World Health Organization (WHO) met 46% of studied women and 74% of men. Work ability did not differ between male and female teachers. Work ability was related to age, body mass index (BMI), and PA (vigorous-intensity PA, moderate-intensity PA, total weekly PA). The female teachers with excellent or good WAI had significantly higher levels of vigorous-intensity PA, moderate-intensity PA and total weekly PA than female teachers with moderate or poor WAI. The teachers involving in high or moderate intensity PA could improve their work ability. Further studies should focus on relation between physical activity and work ability among teachers of various age and seniority, from both, urban and rural schools. Int J Occup Med Environ Health 2018;31(1):1-9. This work is available in Open Access model and licensed under a CC BY-NC 3.0 PL license.

The teachers at Sea program of the Committee on Education of EGU

NASA Astrophysics Data System (ADS)

Laj, Carlo; Kissel, Catherine; Leau, Hélène

2015-04-01

"Teachers at sea" is an Educational Program making it possible for high school teachers to participate to oceanographic cruises together with the scientists. With the support of the French Polar Insitute (IPEV) and of EGU, 3 editions of this program have taken place on board the R/V Marion Dufresne during cruises PACHIDERME in 2007 (along the Coast and in the fiords of Southern Chile), AMOCINT in 2008 (in the North Atlantic Ocean), and CIRCEA (in the South China Sea in 2012) Another edition took place in 2014, aboard the oceanographic cruise PREPARED (PREsent and PAst flow REgime on contourite Drifts west of Spitsbergen, onboard the Norwegian Research Vessel G.O Sars from 05 to 15 June 2014. The expedition was part of the EUROFLEETS On board, the teachers participated to all the scientific activities. In order to be fully immersed in the scientific work, the teachers also participated together with the scientists and technicians to two 4-hours shifts per day (8h total per day). During these shifts, they were involved in every step of the process of obtaining the cores, cutting, opening and labelling them, archiving, and measuring some of the physical parameters, and finally sediment description. It was possible to establish almost daily reports of the scientific progress of the cruise and to send regular logs to the participating land-based teachers in different schools mainly in Europe and in the USA, taking advantage of a list of addresses of teachers having participated to the Geosciences Information for teachers (GIFT) workshops of the European Geosciences Union. This should bring authentic science in the classroom, and indeed we received enthusiastic responses from many teachers. Exposure to authentic science, such as that the teachers have experienced during these oceanographic cruises, may be a pivotal experience for them, causing them to change at least in part their teaching methods, possibly creating more future scientists or at least adults with positive attitudes towards science. Both the work done on board and the conferences held during the cruise stressed that there are a lot of questions for the future and there are difficulties in making predictions, a message to be transmitted to the next generation. Teachers as multiplicators in educational sectors and partners for students are the best actors to make students (the next generation) aware about these problems in the school.

edTPA and Physical Education: Tips for Success for All Stakeholders

ERIC Educational Resources Information Center

Treadwell, Sheri M.; Cameron, Jay L.; Manson, Mara

2017-01-01

Many teacher candidates, cooperating teachers, school administrators, and physical education teacher education (PETE) programs have increased responsibilities and needs related to teacher performance assessments (TPA). One TPA in particular is increasing in usage across all content subject areas in the United States: the Education Teacher…

Understanding the Realities of Teaching: A Seminar Series Focused on Induction

ERIC Educational Resources Information Center

Richards, K. Andrew R.; Gaudreault, Karen Lux; Templin, Thomas J.

2014-01-01

The role of school teachers is becoming increasingly complex. This complexity may be even more pronounced for physical education teachers, who must often cope with additional challenges stemming from marginalization, isolation, and teacher/coach role conflict. Physical education teachers must also manage relationships with colleagues,…

Considerations for Pursuing a Doctoral Degree in PETE

ERIC Educational Resources Information Center

Jones, Emily; Lux, Karen

2012-01-01

The path to becoming a physical education teacher traditionally involves a university-based teacher education program. It is here that aspiring teachers learn basic skills, gain the fundamental knowledge, and experience teaching for the first time. None of this is possible without quality physical education teacher education (PETE) faculty--those…

Career Intentions of Australian Physical Education Teachers

ERIC Educational Resources Information Center

Mäkelä, Kasper; Whipp, Peter R.

2015-01-01

The purpose of this study was to investigate Australian physical education (PE) teachers' career intentions and factors influencing their intentions. A sample (N = 234) of Western Australian PE teachers responded to a questionnaire determining PE teachers' work and the primary motivators for intention to leave the profession. Half (51.3%) of the…

Intellectual Development Beyond Elementary School.

ERIC Educational Resources Information Center

Karplus, Elizabeth F.; Karplus, Robert

A Piagetian type task, The Island Puzzle, was administered to children grades 5 to 12, to science teachers attending a National Science Teachers Association Convention, and to college physics teachers attending a regional meeting of the American Association of Physics Teachers. The procedures differed from those of Piaget in that the puzzle was…

Teachers' Planning and Preparation for Lesson Plan in the Implementation of Form 4 Physical Education Curriculum for the Physical Fitness Strand

ERIC Educational Resources Information Center

Ali, Syed Kamaruzaman Syed

2013-01-01

This article is related to the study of lesson planning prepared by secondary school Physical Education teachers in the Gombak district. Findings of the study show that Physical Education teachers have prepared lesson plans at satisfactory level (M = 4.13; SD = 0.79). All elements within the lesson planning components achieved high mean scores.…

Teachers' and students' reactions to the Revised Nuffield A-Level Physics Course (RNAP)

NASA Astrophysics Data System (ADS)

Sela, David

1990-07-01

A battery of questionnaires and interviews with teachers and students experienced in RNAP, produced statistical data on many aspects of the course that leads to some guidelines and suggestions for better use of the course design and materials. The patterns described in this article relate to the responses of almost 200 teachers and about 100 students who were teaching and studying RNAP course during school year 1987/8. Though many of them criticised some aspects of the course, generally they were very enthusiastic about it and most of the information they gave us was accurate and reliable. The A-level physics teachers can choose either a `traditional' course or RNAP. We found that most of them don't like to change from one course to another. In the few cases it was done, the reasons generally were like `changing of school', `decreasing number of A-level physics students' or similar reasons. Most of RNAP teachers were keen about the course, its objectives and the way it prepares the students toward higher education as physicists or in other areas. Though pointing out its weaknesses, when comparing it with a `traditional' course, they stress much upon its advantages. We found a tendency to favour the course for the able student than for the weak or the average one. There was more than a feeling among teachers that the less motivated student can better succeed in a `traditional' course. This feeling became even stronger along the interviews where some teachers pointed out the high proportion of the selective schools doing RNAP, which made it more difficult (according to their feeling) for the average student to get an A or B grade. In some of the teachers' opinions RNAP is less suitable for girls who prefer a more `straightforward' course. It is interesting to point out that more than 50% of the students found the course more difficult than they expected it to be. Only 5% found it to be easier than they had suggested. Another point to think about is that almost one-third of the students would not choose RNAP if they had the opportunity to do it again (either by choosing another physics course or by neglecting physics altogether). Some of the responses can be judged better when knowing more about the background of the students. Most of them had finished a preparatory course, either in pure physics or in science, with top grades (A or B). Mathematics too was taken by most of the students and 80% of them were also doing their A-level in maths. Indeed their feelings about the pre-A-level knowledge was better in maths than in physics. The most frequent allocation of time given to teach RNAP was found to be 8 periods of 35 or 40 minutes per week. It seemed to be that in comprehensive schools (and sixth-form colleges) the average teaching time was 10% less than in selective schools (or tertiary colleges), but there were many fluctuations which created differences of about 50% (between 240 and 360 minutes per week). Most of the teachers agreed that the course was too condensed and that it must be shortened at least by 10% (if the time available for the course will not increase). The most recommended units to be cut were the least successful ones, which seems quite reasonable. Another result of the too condensed course was the poor use of the background materials. Some of them were used rarely and even then, only at home and not in class. On the other side, the massive use of another textbook by students and teachers, could be explained by the style of the Teachers' and Students' Guides. Generally most of the teachers and students were highly satisfied with them, but many would like to see them, especially the Students' Guide, shifted towards a traditional textbook, for example more detailed summaries, instructions, worked examples etc. The RNAP course has six central aims for achievement. In most of teachers' opinions only two of them were easily achieved: understanding physics and enjoyment. Three of the outstanding aims of the course were difficult to achieve (understanding the nature of physical inquiry, learning to inquire, and being aware of the social significance of physics). An aim like `Developing practical skills' was highly rated by teachers but seemed to be much less important to students. Also the investigation was referred to much more positively by teachers than by the upper sixthform students (who had already experienced it). A suggested reason for this can be that teachers judged the investigation on its ideological basis, valuing its importance in scientific research, while the students were influenced by their actual results which were not always successful. We are not sure that these aims are treated better in another course. but taking into account some of these comments can improve the teaching of the course. In future it might also lead to a better version of RNAP which would be based more on real school situations, the influence of the GCSE and the teacher-student expectations.

Implications for Comprehensive School Physical Activity Program Implementation

ERIC Educational Resources Information Center

Karp, Grace Goc; Scruggs, Philip W.; Brown, Helen; Kelder, Steven H.

2014-01-01

As mentioned in the introduction, Physical Education Teacher Education (PETE) programs and physical education teachers will need to identify and resolve the tensions of shifting from a traditional role of a self-contained physical education program to that of an expanding role of physical education that supports lifelong physical activity in…

Impact of Teacher Value Orientations on Student Learning in Physical Education.

PubMed

Chen, Ang; Zhang, Tan; Wells, Stephanie L; Schweighardt, Ray; Ennis, Catherine D

2017-04-01

Based on the value orientation theory, the purpose of this study was to determine the impact of value orientation incongruence between physical education teachers and an externally designed curriculum on student learning in a concept-based fitness-centered physical education curriculum. Physical education teachers ( n = 15) with different value orientations taught an externally designed, standards-based fitness/healthful living curriculum to their middle school students ( n = 3,827) in 155 sixth, seventh, and eighth grade intact classes. A pre-post assessment design was used to determine whether student fitness/healthful living knowledge gains differed in terms of teachers' value orientations. An ANOVA on class means of residual-adjusted knowledge gain scores revealed no statistically significant differences based on value orientations. The evidence suggests that teacher value orientation impact may be mediated by curriculum impact. This finding supports the observation that a well-designed physical education curriculum may minimize the impact of teachers' diverse value orientations on the curriculum implementation and student learning.

The effects of experience and attrition for novice high-school science and mathematics teachers.

PubMed

Henry, Gary T; Fortner, C Kevin; Bastian, Kevin C

2012-03-02

Because of the current high proportion of novice high-school teachers, many students' mastery of science and mathematics depends on the effectiveness of early-career teachers. In this study, which used value-added models to analyze high-school teachers' effectiveness in raising test scores on 1.05 million end-of-course exams, we found that the effectiveness of high-school science and mathematics teachers increased substantially with experience but exhibited diminishing rates of return by their fourth year; that teachers of algebra 1, algebra 2, biology, and physical science who continued to teach for at least 5 years were more effective as novice teachers than those who left the profession earlier; and that novice teachers of physics, chemistry, physical science, geometry, and biology exhibited steeper growth in effectiveness than did novice non-science, technology, engineering, and mathematics teachers.

Keyboarding: An Important Skill for the Office of the Future.

ERIC Educational Resources Information Center

Burford, Anna M.

1980-01-01

Defines the components of the office of the future: data processing, micrographics, optical character recognition, telecommunications, and word processing. Also discusses teacher responsibility, student preparation, future challenges, and teacher awareness. (CT)

The relationship between teaching styles and motivation to teach among physical education teachers.

PubMed

Hein, Vello; Ries, Francis; Pires, Francisco; Caune, Agnese; Heszteráné Ekler, Judit; Emeljanovas, Arunas; Valantiniene, Irena

2012-01-01

This study aims to investigate how teachers' motivation to teach is related to different teaching styles. A hundred and seventy six physical education teachers from five European countries participated in the study. Teachers' motivation was measured using an instrument developed by Roth et al., 2007 based on the Self-Determination Theory (Deci and Ryan, 1985) which was tested for suitability for use with physical education teachers. The use of teaching styles was assessed through teachers' self-reported data according to the description of teaching styles presented by Curtner-Smith et al., 2001. The revised confirmatory factor model of the teachers' motivation instrument, with three factors, met the criteria for satisfactory fit indices. The results showed that teachers were more intrinsically motivated to teach than externally. Cross-cultural comparison indicated that the Spanish teachers were more intrinsically motivated whilst Lithuanian teachers were more externally motivated than teachers from the other four countries. Teachers from all five countries reported a more frequent use of reproductive styles than productive styles. The results of the present study confirmed the hypotheses that teachers' autonomous motivation is related to the student-centered or productive teaching styles whilst non-autonomously motivated teachers adopt more teacher-centered or reproductive teaching styles. Intrinsic and introjected motivation was significantly higher among teachers who more frequently employed productive teaching styles than teachers who used them less frequently. Intrinsically motivated teachers using more productive teaching styles can contribute more to the promotion physical activity among students. PE teachers were more intrinsically motivated to teach than externally.Spanish PE teachers were more intrinsically motivated, whereas Lithuanian PE teachers were more externally motivated.Teachers from all five countries reported a more frequent use of reproductive styles than productive styles.Teachers' autonomous motivation is related to student-centered teaching styles and not autonomously motivated teachers adopt more teacher-centered teaching styles.Intrinsic and introjected motivations were significantly higher among PE teachers using frequently productive teaching styles.

The Relationship Between Teaching Styles and Motivation to Teach Among Physical Education Teachers

PubMed Central

Hein, Vello; Ries, Francis; Pires, Francisco; Caune, Agnese; Heszteráné Ekler, Judit; Emeljanovas, Arunas; Valantiniene, Irena

2012-01-01

This study aims to investigate how teachers' motivation to teach is related to different teaching styles. A hundred and seventy six physical education teachers from five European countries participated in the study. Teachers' motivation was measured using an instrument developed by Roth et al., 2007 based on the Self-Determination Theory (Deci and Ryan, 1985) which was tested for suitability for use with physical education teachers. The use of teaching styles was assessed through teachers' self-reported data according to the description of teaching styles presented by Curtner-Smith et al., 2001. The revised confirmatory factor model of the teachers' motivation instrument, with three factors, met the criteria for satisfactory fit indices. The results showed that teachers were more intrinsically motivated to teach than externally. Cross-cultural comparison indicated that the Spanish teachers were more intrinsically motivated whilst Lithuanian teachers were more externally motivated than teachers from the other four countries. Teachers from all five countries reported a more frequent use of reproductive styles than productive styles. The results of the present study confirmed the hypotheses that teachers' autonomous motivation is related to the student-centered or productive teaching styles whilst non-autonomously motivated teachers adopt more teacher-centered or reproductive teaching styles. Intrinsic and introjected motivation was significantly higher among teachers who more frequently employed productive teaching styles than teachers who used them less frequently. Intrinsically motivated teachers using more productive teaching styles can contribute more to the promotion physical activity among students. Key points PE teachers were more intrinsically motivated to teach than externally. Spanish PE teachers were more intrinsically motivated, whereas Lithuanian PE teachers were more externally motivated. Teachers from all five countries reported a more frequent use of reproductive styles than productive styles. Teachers' autonomous motivation is related to student-centered teaching styles and not autonomously motivated teachers adopt more teacher-centered teaching styles. Intrinsic and introjected motivations were significantly higher among PE teachers using frequently productive teaching styles. PMID:24137068

Physics Education for Blind Students: The Teachers' Perspective

NASA Astrophysics Data System (ADS)

Ferreira, Amauri; Dickman, Adriana

2008-03-01

We discuss the challenge high school teachers face when teaching physics to the blind. Using the oral history method, we interview physics teachers who have dealt with the inclusion of blind students in regular classrooms. Based on our study, we find that the performance of these students varies, depending on the studied subject. The narrative makes clear the teachers' lack of preparation to deal with inclusion, and their search for alternative methods to improve blind students' learning.

Physics Teacher Characteristics and Classroom Practices

NASA Astrophysics Data System (ADS)

Taylor, Melissa S.; Phillips, Jeffrey A.

2010-10-01

One hundred eighteen high school and college teachers in Southern California completed a web-based survey designed to better understand the differences in physics classrooms and the reasons behind the teachers' choices. Survey topics included teachers' familiarity and use of research-based instructional strategies, amount of student-student interaction in their classes, their views about teaching and their interactions with the physics teaching community. Partial results from the survey are presented in this paper. Among the findings was that while increased interactions with colleagues correlated with more student-student interactions, increased participation in conferences or reading of journals related to physics teaching did not.

What Inspires South African Student Teachers for Their Future Profession

ERIC Educational Resources Information Center

Wolhuter, Charl; van der Walt, Hannes; Potgieter, Ferdinand; Meyer, Louisa; Mamiala, Thapelo

2012-01-01

The need for an inspired professional teacher corps to haul South African school education out of its current low level of quality was the driving force behind this project. Its aim was to determine what counted as sources of inspiration for student teachers and hence for future teachers. Based on a conceptual-theoretical study, a questionnaire…

Georgia's Grow-Your-Own Teacher Programs Attract the Right Stuff

ERIC Educational Resources Information Center

Swanson, Peter B.

2011-01-01

There is a shortage of educators and there are various factors that account for the lack of teachers. Millions of new teachers will be needed in the near future and the present study juxtaposes the vocational personality profiles of adolescents (N = 262) participating in Future Educators of America programs in Georgia to in-service teachers'…

A Model for Preservice Teachers' Intentions to Use ICT in Future Lessons

ERIC Educational Resources Information Center

Baydas, Ozlem; Goktas, Yuksel

2017-01-01

This study proposes a model for determining preservice teachers' intentions to use information and communication technology (ICT) in future lessons. Data were collected from 21 preservice teachers via interview in the first stage of the study and from 2904 preservice teachers from 16 different universities via a designed scale in the second stage…

Prospective Teachers' Ideas about Teacher Recruitment and Their Professional Future

ERIC Educational Resources Information Center

Sahin, Idris

2011-01-01

This research aimed to reveal how prospective teachers viewed their professional future and to discern how their lives would be affected in case they were not recruited as teachers. The research was conducted on senior students at Buca Faculty of Education. The sample of the research consisted of 149 senior students, including 82 girls and 67…

Preservice Chemistry Teachers' Images about Science Teaching in Their Future Classrooms

ERIC Educational Resources Information Center

Elmas, Ridvan; Demirdogen, Betul; Geban, Omer

2011-01-01

The purpose of this study is to explore pre-service chemistry teachers' images of science teaching in their future classrooms. Also, association between instructional style, gender, and desire to be a teacher was explored. Sixty six pre-service chemistry teachers from three public universities participated in the data collection for this study. A…

Cultural Perspectives on Teacher Education

NASA Astrophysics Data System (ADS)

Muhoro, Peter; Cochran, Geraldine; Gonzalez, Victor; Rockward, Willie; Sunda-Meya, Anderson; Incera, Vivian

2012-02-01

Populations that are underrepresented in physics generally are even more severely underrepresented among US physics teachers. Based on national data from the American Institute of Physics (AIP), 95% of physics teachers are White/non-Hispanic, about 1.5% are Hispanic, and approximately another 1.5% African-American. While 25% of our nation's African-American and Hispanic students now take physics in high school, they are very unlikely to have a role model, of similar race and ethnicity, teaching their physics classes. PhysTEC is making an effort to find and disseminate successful models for attracting more underrepresented minority students to high school physics teaching. This panel discussion, focusing on cultural perspectives on teacher education, will feature faculty from Minority Serving Institutions, which educate almost 60% of underrepresented minorities who get college degrees in the US, and individuals who have taught high school physics in areas with a dense minority population.

Experienced physical education teachers reaching their "use-by date": powerless and disrespected.

PubMed

Whipp, Peter R; Tan, Gregory; Yeo, Poh Tin

2007-12-01

With the needs of experienced teachers potentially overshadowed by a focus on recruitment, the purpose of this study was to retrospectively explore the reasons why three experienced physical education teachers resigned. They were interviewed through Louis and Smith's (1990) quality of work life (QWL) model. Data suggested shared dissatisfactions related to the lack of "genuine" opportunities to participate in educational debate and decision making, and limited professional respect shown by administrators and parents. A physical education teacher's "use-by date" was proposed. Unless these issues are further explored and addressed, quality teachers will continue to abandon the service.

Bringing Technology into High School Physics Classrooms

NASA Astrophysics Data System (ADS)

Zettili, Nouredine

2005-04-01

In an effort to help high school physics teachers bring technology into their classrooms, we at JSU have been offering professional development to secondary education teachers. This effort is part of Project IMPACTSEED (IMproving Physics And Chemistry Teaching in SEcondary Education), a No-Child Left Behind (NCLB) grant funded by the Alabama Commission on Higher Education, serving high school physics teachers in Northeast Alabama. This project is motivated by a major pressing local need: A large number of high school physics teachers teach out of field. To achieve IMPACTSEED's goals, we have forged a functional collaboration with school districts from about ten counties. This collaboration is aimed at achieving a double aim: (a) to make physics and chemistry understandable and fun to learn within a hands-on, inquiry-based setting; (b) to overcome the fear- factor for physics and chemistry among students. Through a two-week long summer institute, a series of weekend technology workshops, and onsite support, we have been providing year-round support to the physics/chemistry teachers in this area. This outreach initiative has helped provide our students with a physics/chemistry education that enjoys a great deal of continuity and consistency from high school to college.

Value Orientations of Student Physical Education Teachers Learning to Teach on School-Based Initial Teacher Education Courses in England

ERIC Educational Resources Information Center

Capel, Susan

2016-01-01

There has been considerable interest in the socialisation of (student) physical education (PE) teachers, the beliefs and values developed as a result of this socialisation and the impact of these on teachers' learning, behaviours and practices and the curriculum. Many studies looking at the beliefs and values of PE teachers have used the values…

"…Because There's Nobody Who Can Just Sit That Long": Teacher Perceptions of Classroom-Based Physical Activity and Related Management Issues

ERIC Educational Resources Information Center

Stylianou, Michalis; Kulinna, Pamela Hodges; Naiman, Tyler

2016-01-01

Classroom teachers are increasingly called upon to help increase pupils' physical activity (PA). Grounded in Guskey's model of teacher change, this study was part of an intervention that provided classroom teachers with training for implementing classroom-based PA (CBPA). The study examined teachers' attempts to implement CBPA and focused on their…

Case, Teacher and School Characteristics Influencing Teachers' Detection and Reporting of Child Physical Abuse and Neglect: Results from an Australian Survey

ERIC Educational Resources Information Center

Walsh, Kerryann; Bridgstock, Ruth; Farrell, Ann; Rassafiani, Mehdi; Schweitzer, Robert

2008-01-01

Objective: To identify the influence of multiple case, teacher and school characteristics on Australian primary school teachers' propensity to detect and report child physical abuse and neglect using vignettes as short hypothetical cases. Methods: A sample of 254 teachers completed a self-report questionnaire. They responded to a series of 32…

Investigation of Global Citizenship Levels of Pre-Service Physical Education Teachers

ERIC Educational Resources Information Center

Kayisoglu, Numan Bahadir

2016-01-01

The purpose of the present research is to define global citizenship levels of pre-service physical education teachers and investigate whether their global citizenship levels vary by various variables. A total of 485 pre-service teachers, studying at 3rd and 4th grades of undergraduate programs of physical education teaching at thirteen different…

The Relationship between Alienation Levels of Physical Education Teacher Candidates and Their Attitudes towards the Teaching Profession

ERIC Educational Resources Information Center

Erbas, Mustafa Kayihan

2014-01-01

This study aimed to determine the alienation levels and attitudes of physical education teacher candidates towards the teaching profession and identify the relationship between their alienation levels and their attitudes towards teaching. The study group consisted of 695 teacher candidates studying in physical education and sports teaching…

The Effects of Role Modeling on Technology Integration within Physical Education Teacher Education

ERIC Educational Resources Information Center

Baert, Helena

2014-01-01

The national standards for physical education teacher education (PETE) in the US state that teacher candidates should be able to plan and implement technology infused lessons that meet lesson objectives and enhance learning in physical education (standard 3.7). Research shows that role modeling of technology integration can have a positive impact…

A Diversity of Voices: Physical Education Teachers' Beliefs about Inclusion and Teaching Students with Disabilities

ERIC Educational Resources Information Center

Hodge, Samuel; Ammah, Jonathan O. A.; Casebolt, Kevin M.; LaMaster, Kathryn; Hersman, Bethany; Samalot-Rivera, Amaury; Sato, Takahiro

2009-01-01

The purpose of this study was to analyse the beliefs about inclusion and teaching students with disabilities of physical education teachers from various countries and cultures. The participants were 29 physical education teachers from Ghana (Africa), Japan, the US and Puerto Rico. The research method was explanatory multiple-case study situated in…

Brazilian Physical Education Teachers' Attitudes toward Inclusion before and after Participation in a Professional Development Workshop

ERIC Educational Resources Information Center

Haegele, Justin A.; Hodge, Samuel; Filho, Paulo José Barbosa Gutierres; de Rezende, Alexandre Luiz Gonçalves

2018-01-01

The purpose of this study was to analyze the attitudes of physical education teachers about inclusion and teaching students with disabilities in Brazil before and after they participated in a professional development workshop focused on inclusive ideology and strategies. The participants were Brazilian physical education teachers (pretest sample,…

Pre-Service and In-Service Physics Teachers' Ideas about Simple Electric Circuits

ERIC Educational Resources Information Center

Kucukozer, Huseyin; Demirci, Neset

2008-01-01

The aim of the study is to determine pre-service and high school physics teachers' ideas about simple electric circuits. In this study, a test containing eight questions related to simple electric circuits was given to the pre-service physics teachers (32 subjects) that had graduated from Balikesir University, Necatibey Faculty of Education, the…

Pre-Service Physics Teachers' Difficulties in Understanding Special Relativity Topics

ERIC Educational Resources Information Center

Ünlü Yavas, Pervin; Kizilcik, Hasan Sahin

2016-01-01

The aim of this study is to identify the reasons why pre-service physics teachers have difficulties related to special relativity topics. In this study conducted with 25 pre-service physics teachers, the case study method, which is a qualitative research method, was used. Interviews were held with the participants about their reasons for…

Examination of Loneliness and Peer Relations of Physical Education Teacher Candidates

ERIC Educational Resources Information Center

Gencay, Selçuk

2017-01-01

The behavior of the physical education teacher in the classroom or in the gym also affects the students' achievement and personality development. It is important to examine different aspects of loneliness and peer relations, which are thought to be one of the indicators of the level of sociability, in the profession of physical education teacher.…

"Gym Class with Ed Fizz": Exploring Questionable Pedagogical Practices with Preservice Physical Education Teachers

ERIC Educational Resources Information Center

Robinson, Daniel B.; Gleddie, Doug

2011-01-01

Enabling preservice physical education teachers to critically consider questionable and taken-for-granted practices is an important component of a physical education teacher education (PETE) program. In an effort to offer a teaching and learning context in which to introduce such critical consciousness, the authors have included a staged physical…

The Prevalence and Impact of Voice Problems among Physical Education Teachers

ERIC Educational Resources Information Center

Ryan, Stu; Rotunda, Robert; Song, Charlie; Maina, Michael

2012-01-01

The focus of this research effort was to examine the prevalence and impact of voice problems among a sample of physical education teachers. The survey was administered to K-12 physical education teachers (n = 199) addressing three aspects of voice issues: consequences, strategies for prevention, and potential risk factors. The results indicated a…

The Influence of Aggressors' Characteristics on Teachers' Responses to Physical and Relational Aggression

ERIC Educational Resources Information Center

Rogowicz, Samantha T.; Del Vecchio, Tamara; Dwyer-Masin, Tanya; Hughes, Elizabeth M.

2014-01-01

In the present study, middle school teachers responded to written vignettes describing physical and relational aggressive incidents. The aggressors were male or female children committing an aggressive act against same-sex peers, who were also described as good or bad. Among the results, teachers rated female physical aggression as more serious…

Development of Pre-Service Physics Teachers' Pedagogical Content Knowledge (PCK) throughout Their Initial Training

ERIC Educational Resources Information Center

Karal, Isik Saliha; Alev, Nedim

2016-01-01

The purpose of this study was to investigate the development of pre-service physics teachers' pedagogical content knowledge (PCK) on the subject of electricity and magnetism after their completion of physics and mathematics courses. A descriptive longitudinal development research was carried out with 13 pre-service teachers (PTs) who completed…

Opinions of Physical Education Teachers on the Concept of Sportsmanship

ERIC Educational Resources Information Center

Koç, Yakup; Esentürk, Oguz Kaan

2018-01-01

The purpose of this study is to evaluate the opinions of physical education teachers on the concept of sportsmanship. This study, which has been based on the qualitative research paradigm, involves opinions of 13 physical education teachers (9 males and 4 females) which serve in public schools of Turkey and which have been specified through a…

Teachers' Perceptions of Physical Education in Aotearoa/New Zealand Primary Schools

ERIC Educational Resources Information Center

Gordon, Barrie; Dyson, Ben; Cowan, Jackie; McKenzie, Allison; Shulruf, Boaz

2016-01-01

This study examines practicing primary school teacher's perceptions of the teaching of physical education in their schools. There has been some criticism of primary school physical education but until now this criticism has been largely based on a number of small studies involving limited numbers of teachers and schools. This study involved…

One Teacher's Experience of Teaching Physical Education and Another School Subject: An Inter-Role Conflict?

ERIC Educational Resources Information Center

Iannucci, Cassandra; MacPhail, Ann

2018-01-01

Purpose: This study was situated within a longitudinal study of 5 teachers examining the realities of teaching physical education by determining the impact of individual dispositions and contextual factors on the career trajectories of postprimary physical education teachers in Ireland (Iannucci & MacPhail, 2017). One of these participants,…

The Relationship between Attitudes of Prospective Physical Education Teachers towards Education Technologies and Computer Self-Efficacy Beliefs

ERIC Educational Resources Information Center

Kalemoglu Varol, Yaprak

2014-01-01

The aim of research is to investigate the relationship between attitudes of prospective physical education teacher towards education technologies and their computer self-efficacy beliefs. Relational research method has been used in the study. Study group consists of 337 prospective physical education teachers ("M"[subscript age] = 21.57…

The Effect of Professional Development on Physical Education Instruction in Middle Schools

ERIC Educational Resources Information Center

Sears, Jack V.; Edgington, William D.; Hynes, James W.

2013-01-01

Most teachers want to learn and improve, and physical education teachers are no exception. Although their teaching field is not subject to standardized testing, physical education teachers seek to find support structures and development opportunities from within their schools and districts so that they feel connected and a part of the professional…

Pre-Service Physics Teachers' Knowledge of Models and Perceptions of Modelling

ERIC Educational Resources Information Center

Ogan-Bekiroglu, Feral

2006-01-01

One of the purposes of this study was to examine the differences between knowledge of pre-service physics teachers who experienced model-based teaching in pre-service education and those who did not. Moreover, it was aimed to determine pre-service physics teachers' perceptions of modelling. Posttest-only control group experimental design was used…

Three Physical Education Programs' Adaptive Approaches to Change: "How Can I Spin that so It Works for Me?"

ERIC Educational Resources Information Center

Patton, Kevin; Griffin, Linda L.

2008-01-01

This study examined five of 12 physical education teachers participating in the Assessment Initiative for Middle School Physical Education (AIMS-PE), a reform-based teacher development project designed to help teachers examine and reframe their assessment practices and to design and implement curricular programs that encourage active teaching and…

Assessing Knowledge Levels of Secondary School Physical Education and Sports Teachers about Inclusive Education

ERIC Educational Resources Information Center

Aydin, Mensure

2014-01-01

The purpose of the research is to assess knowledge levels of physical education teachers in inclusive education in secondary schools. For the research, the survey method was employed. It consisted of 55 physical education teachers employed in 47 secondary schools included in inclusive education program under Kocaeli Provincial Directorate of…

Elementary Physical Education Teachers' Attitudes towards the Inclusion of Children with Special Needs: A Qualitative Investigation

ERIC Educational Resources Information Center

Combs, Sue; Elliott, Steven; Whipple, Kerry

2010-01-01

Laws and legislation have resulted in children with special needs being placed in general physical education (GPE) classes with general physical educators. The purpose of this study was twofold; (a) to identify two practicing teachers with positive attitudes towards inclusion of students with mild to moderate disabilities and two teachers with…

Effects of Subject-Matter Knowledge in the Teaching of Biology and Physics.

ERIC Educational Resources Information Center

Hashweh, Maher Z.

An analysis of science teacher's knowledge of specific biology and physics topics and the effects of this knowledge on their planning for instruction and on simulated teaching are discussed in this report. Six experienced secondary school teachers participated in the study. Each teacher's knowledge of a biology topic and a physics topic was…

The Association between Spanish Physical Education Teachers' Self-Efficacy Expectations and Their Attitudes toward Overweight and Obese Students

ERIC Educational Resources Information Center

Martínez-López, Emilio J.; Grao-Cruces, Alberto; Zamora-Aguilera, Nestor; De la Torre-Cruz, Manuel J.

2017-01-01

Purpose: The aim of this study was to investigate the association between Spanish physical education teachers' perceived self-efficacy toward including overweight and obese students and their attitudes toward overweight and obese students. Method: Four hundred and seventy-one physical education teachers filled out questionnaires to assess their…

Moving beyond Physical Education Subject Knowledge to Develop Knowledgeable Teachers of the Subject

ERIC Educational Resources Information Center

Capel, Susan

2007-01-01

All knowledge is socially constructed, including physical education teachers' knowledge of their subject. It is acquired from other people either formally and deliberately (e.g. by being taught) or informally and casually (e.g. by interacting with physical education teachers or playing in a sports team). The social aspects of learning appear to be…

The Effects of Achieved National Board for Professional Teaching Standards Certification on the Marginality of Physical Education Teachers

ERIC Educational Resources Information Center

Gaudreault, Karen Lux; Woods, Amelia Mays

2012-01-01

The purpose of the study was to examine the relationship between achieving The National Board for Professional Teaching Standards certification and feelings of marginality of physical education teachers. Data sources included a focus group interview with 6 National Board Certified Physical Education Teachers (NBCPETs) and individual phone…

Investigation of the Perceived Causes of Pre-Service Physics Teachers' Problems Encountered in School Experience

ERIC Educational Resources Information Center

Körhasan, Nilüfer Didis; Didis, M. Gözde

2015-01-01

This study investigates a group of pre-service physics teachers' perceptions about the causes of problems in school experience through the attribution theory. The participants were thirteen pre-service physics teachers from a public university in Turkey. Data were collected through the interviews by requesting the participants to reflect their own…

Attitudes of Greek Physical Education Teachers toward Inclusion of Students with Disabilities

ERIC Educational Resources Information Center

Papadopoulou, Dionisia; Kokaridas, Dimitrios; Papanikolaou, Zisis; Patsiaouras, Asterios

2004-01-01

The purpose of this study was to examine the attitudes of Greek physical education teachers toward the inclusion of students with disabilities in regular education settings and to compare the results with the findings of similar studies. The sample consisted of 93 participants, all physical education teachers working at different schools of…

Transforming physics educator identities: TAs help TAs become teaching professionals

NASA Astrophysics Data System (ADS)

Gretton, Anneke L.; Bridges, Terry; Fraser, James M.

2017-05-01

Research-based instructional strategies have been shown to dramatically improve student learning, but widespread adoption of these pedagogies remains limited. Post-secondary teaching assistants (TAs), with their current positions in course delivery and future roles as academic leaders, are an essential target group for teacher training. However, the literature suggests that successful TA professional development must address not only pedagogical practices but also the cultivation of physics educator identity. The primary goal of this study is to build a framework for TA professional development that strengthens the TA's identity as a physics educator. We base this framework on Etienne Wenger's model for communities of practice and Côté and Levine's personality and social structure identity perspective. We explore this framework in the context of a 12-week, low-cost, TA-led and TA-centered professional development intervention. Our qualitative and quantitative data suggest that this efficient community-based intervention strengthened TAs' identification as physics educators.

Formation of Various Competencies in the Process of Training the Future Music Teachers at the Present Stage

ERIC Educational Resources Information Center

Kovalev, Dmitry A.; Khussainova, Gulzada A.; Balagazova, Svetlana T.; Zhankul, Tamarasar

2016-01-01

The article is devoted to professional training of future music teachers. Based on the analysis of domestic and foreign studies, the authors proved the importance of studying this problem and focusing on different pedagogical aspects. The study of this topic in general shows that the process of training the future music teachers has its own…

A Critical Analysis of Initial Teacher Education Policy in Australia and England: Past, Present and Possible Futures

ERIC Educational Resources Information Center

Jasman, Anne M.

2009-01-01

The quality of schooling and the teaching workforce are global issues. The author uses a futures methodology to reflect on the past and speculate on the future of initial teacher education policy. The first section looks back at initial teacher education over the last 10 years to clarify and critique the policy directions that are currently…

A Quantitative and Qualitative Inquiry into Future Teachers' Use of Information and Communications Technology to Develop Students' Information Literacy Skills

ERIC Educational Resources Information Center

Simard, Stéphanie; Karsenti, Thierry

2016-01-01

This study aims to understand how preservice programs prepare future teachers to use ICT to develop students' information literacy skills. A survey was conducted from January 2014 through May 2014 with 413 future teachers in four French Canadian universities. In the spring of 2015, qualitative data were also collected from 48 students in their…

Physics: Frightful, but Fun. Pupils' and Teachers' Views of Physics and Physics Teaching

ERIC Educational Resources Information Center

Angell, Carl; Guttersrud, Oystein; Henriksen, Ellen K.; Isnes, Anders

2004-01-01

There is widespread concern for the situation of school physics regarding recruitment, contents, teaching methods, etc. In this study based on questionnaire and focus group data, we explore how upper secondary pupils and teachers perceive physics as a subject, how they experience physics instruction, and how physics compares to other subjects. Our…

Exploring Bi-Cultural Awareness through Outdoor Education in Preservice Physical Education Teacher Preparation

ERIC Educational Resources Information Center

Brawdy, Paul J.

2004-01-01

This paper focuses on the use of outdoor-based experiential learning in an undergraduate physical education teacher preparation program to develop a culturally-sensitive pedagogy for work with children from different cultures. Applying the six-stage process for becoming a bi-cultural teacher (Klug & Whitfield, 2003), teacher preparation…

Emotional Exhaustion and Motivation in Physical Education Teachers: A Variable-Centered and Person-Centered Approach

ERIC Educational Resources Information Center

Van den Berghe, Lynn; Cardon, Greet; Aelterman, Nathalie; Tallir, Isabel Barbara; Vansteenkiste, Maarten; Haerens, Leen

2013-01-01

Burnout in teachers is related to different maladaptive outcomes. This study aimed at exploring the relationship between emotional exhaustion and motivation to teach in 93 physical education teachers. Results showed that teachers report more emotional exhaustion when they are less autonomously motivated, while the opposite relationship was found…

Enacting Literacy Pedagogies: A Collaborative Self-Study by Teacher Educators in Physical Education and Science

ERIC Educational Resources Information Center

Fletcher, Tim; Bullock, Shawn M.

2012-01-01

As beginning teacher educators we aimed to examine our pedagogical approaches for engaging teacher candidates in thinking about physical literacy and scientific literacy, respectively. We employed self-study research methodologies to explore our literacy practices and developing pedagogies of teacher education, the similarities and differences in…

The Meaning and Organization of Physical Education Teachers' Actions during Conflict with Students.

ERIC Educational Resources Information Center

Flavier, Eric; Bertone, Stefano; Hauw, Denis; Durand, Marc

2002-01-01

Used course-of-action theory to identify typical organization of teachers' actions when in conflict with students. Middle school physical educators were interviewed and filmed during lessons. Overall, teacher-student conflicts were infrequent. When conflict occurred, teacher attempts at resolution were under strong time pressure, leading to risk…

Professional Insiders/Outsiders? Teacher Professionalism and the Primary School Physical Education Specialist

ERIC Educational Resources Information Center

Brooks, Caroline; DinanThompson, Maree

2013-01-01

This paper provides a context for exploring the positioning of Physical Education specialist teachers (PE specialist teachers) in primary schools in Queensland in the discourses of teacher professionalism. A critical analysis of literature on the history and status of the subject and its practitioners aims to contextualize discourses in and about…

The Relationship between Preservice Teachers Health-Related Fitness and Movement Competency in Gymnastics

ERIC Educational Resources Information Center

Webster, Collin Andrew; Webster, Liana; Cribbs, Jason; Wellborn, Benjamin; Lineberger, Matthew Blake; Doan, Rob

2014-01-01

The current National Initial Standards for Physical Education Teacher Education state that preservice teachers should achieve and maintain a level of health-related fitness consistent with that expected of K12 learners. However, little research has addressed the relevance of teacher fitness to effective physical education teaching. This study…

First off the Blocks: Professional Experience and Learning for First-Year Preservice Physical and Health Education Teachers

ERIC Educational Resources Information Center

Peralta, Louisa; Burns, Kellie

2012-01-01

Recent research focusing on professional experience has shifted towards understanding preservice teachers' learning. The aim of this study was to gain insight into the learning of preservice Physical and Health Education teachers throughout three progressively designed professional experiences. Ten volunteering first-year preservice teachers, who…

Teacher Empowerment through Engagement in a Learning Community in Ireland: Working across Disadvantaged Schools

ERIC Educational Resources Information Center

Tannehill, Deborah; MacPhail, Ann

2017-01-01

This ongoing longitudinal study examined the professional development of physical education teachers in an Irish physical education learning community where all teachers worked in inner-city disadvantaged schools. This research is framed within teacher empowerment. Four years of data collection included in-service seminar/workshop evaluations,…

Barriers and facilitators to the implementation of physical activity policies in schools: A systematic review.

PubMed

Nathan, Nicole; Elton, Ben; Babic, Mark; McCarthy, Nicole; Sutherland, Rachel; Presseau, Justin; Seward, Kirsty; Hodder, Rebecca; Booth, Debbie; Yoong, Sze Lin; Wolfenden, Luke

2018-02-01

Research consistently indicates that schools fail to implement mandatory physical activity policies. This review aimed to describe factors (barriers and facilitators) that may influence the implementation of school physical activity policies which specify the time or intensity that physical activity should be implemented and to map these factors to a theoretical framework. A systematic search was undertaken in six databases for quantitative or qualitative studies published between 1995-March 2016 that examined teachers', principals' or school administrators' reported barriers and/or facilitators to implementing mandated school physical activity policies. Two independent reviewers screened texts, extracted and coded data from identified articles using the Theoretical Domains Framework (TDF). Of the 10,346 articles identified, 17 studies met the inclusion criteria (8 quantitative, 9 qualitative). Barriers and facilitators identified in qualitative studies covered 9 and 10 TDF domains respectively. Barriers and facilitators reported in quantitative studies covered 8 TDF domains each. The most common domains identified were: 'environmental context and resources' (e.g., availability of equipment, time or staff), 'goals' (e.g., the perceived priority of the policy in the school), 'social influences' (e.g., support from school boards), and 'skills' (e.g., teachers' ability to implement the policy). Implementation support strategies that target these factors may represent promising means to improve implementation of physical activity policies and increase physical activity among school-aged children. Future studies assessing factors that influence school implementation of physical activity policies would benefit from using a comprehensive framework to help identify if any domains have been overlooked in the current literature. This review was prospectively registered with PROSPERO (CRD42016051649) on the 8th December 2016. Copyright © 2017 Elsevier Inc. All rights reserved.

Barriers to Providing Physical Education and Physical Activity in Victorian State Secondary Schools

ERIC Educational Resources Information Center

Jenkinson, Kate A.; Benson, Amanda C.

2010-01-01

An on-line questionnaire was completed by 115 physical education teachers to establish the barriers to their implementation of physical education in Victorian state secondary schools. In addition, the barriers perceived by teachers to impact on students' participation in school-based physical education and physical activity were examined. The…

An Analysis of Metaphors Used by High School Students to Describe Physics, Physics Lesson and Physics Teacher

ERIC Educational Resources Information Center

Çetin, Ali

2016-01-01

The purpose of this study was to describe high school students' "physics", physics lesson" and "physics teacher" conceptions by using metaphors. 313 students participated in the study from different high school types in Siirt, Turkey. A metaphorical perception form constructed by researcher was individually conducted,…

Selected chapters from general chemistry in physics teaching with the help of e - learning

NASA Astrophysics Data System (ADS)

Feszterová, Melánia

2017-01-01

Education in the field of natural disciplines - Mathematics, Physics, Chemistry, Ecology and Biology takes part in general education at all schools on the territory of Slovakia. Its aim is to reach the state of balanced development of all personal characteristics of pupils, to teach them correctly identify and analyse problems, propose solutions and above all how to solve the problem itself. High quality education can be reached only through the pedagogues who have a good expertise knowledge, practical experience and high level of pedagogical abilities. The teacher as a disseminator of natural-scientific knowledge should be not only well-informed about modern tendencies in the field, but he/she also should actively participate in project tasks This is the reason why students of 1st year of study (bachelor degree) at the Department of Physics of Constantine the Philosopher University in Nitra attend lectures in the frame of subject General Chemistry. In this paper we present and describe an e - learning course called General Chemistry that is freely accessible to students. One of the aims of this course is to attract attention towards the importance of cross-curricular approach which seems to be fundamental in contemporary natural-scientific education (e.g. between Physics and Chemistry). This is why it is so important to implement a set of new topics and tasks that support development of abilities to realise cross-curricular goals into the process of preparation of future teachers of Physics.

Applying the Intervention Mapping protocol to develop a kindergarten-based, family-involved intervention to increase European preschool children's physical activity levels: the ToyBox-study.

PubMed

De Craemer, M; De Decker, E; De Bourdeaudhuij, I; Verloigne, M; Duvinage, K; Koletzko, B; Ibrügger, S; Kreichauf, S; Grammatikaki, E; Moreno, L; Iotova, V; Socha, P; Szott, K; Manios, Y; Cardon, G

2014-08-01

Although sufficient physical activity is beneficial for preschoolers' health, activity levels in most preschoolers are low. As preschoolers spend a considerable amount of time at home and at kindergarten, interventions should target both environments to increase their activity levels. The aim of the current paper was to describe the six different steps of the Intervention Mapping protocol towards the systematic development and implementation of the physical activity component of the ToyBox-intervention. This intervention is a kindergarten-based, family-involved intervention implemented across six European countries. Based on the results of literature reviews and focus groups with parents/caregivers and kindergarten teachers, matrices of change objectives were created. Then, theory-based methods and practical strategies were selected to develop intervention materials at three different levels: (i) individual level (preschoolers); (ii) interpersonal level (parents/caregivers) and (iii) organizational level (teachers). This resulted in a standardized intervention with room for local and cultural adaptations in each participating country. Although the Intervention Mapping protocol is a time-consuming process, using this systematic approach may lead to an increase in intervention effectiveness. The presented matrices of change objectives are useful for future programme planners to develop and implement an intervention based on the Intervention Mapping protocol to increase physical activity levels in preschoolers. © 2014 World Obesity.

Learning How to Teach Chemistry with Technology: Pre-Service Teachers' Experiences with Integrating Technology into Their Learning and Teaching

ERIC Educational Resources Information Center

Chittleborough, Gail

2014-01-01

The Australian Government initiative, Teaching Teachers for the Future (TTF), was a targeted response to improve the preparation of future teachers with integrating technology into their practice. This paper reports on TTF research involving 28 preservice teachers undertaking a chemistry curriculum studies unit that adopted a technological focus.…

Back to the Future: How and Why to Revive the Teachers College Tradition

ERIC Educational Resources Information Center

Null, Wesley

2009-01-01

In this essay, the author argues for a reconsideration of the teachers college tradition within teacher ed curriculum. The author draws upon history and moral philosophy to make the case that the teaching profession has declined because teacher educators have neglected the philosophical tradition that the author maintains is the key to our future.…

How Student Teachers Describe the Online Collaborative Learning Experience and Evaluate Its Contribution to Their Learning and Their Future Work as Teachers

ERIC Educational Resources Information Center

Margaliot, Adva; Gorev, Dvora; Vaisman, Tami

2018-01-01

This study examined student teachers' attitudes toward online collaborative learning (OCL) as related to their satisfaction, learning experience, contribution to personal knowledge, and future teaching. One hundred and four students participated in a program that retrains university graduates to become K-12 teachers. The study combines both…

South African Teacher Stories. The Past Speaks to the Present and Future

ERIC Educational Resources Information Center

Wieder, Alan

2004-01-01

Since 1999 I have worked on an oral history project with teachers who fought apartheid. In this article teacher stories of the past are presented and analysed as models for societal and educational issues of the present and future. Two broad themes are addressed to connect the past to the present: (1) The importance of teachers' recollections of…

Integrating movement in academic classrooms: understanding, applying and advancing the knowledge base.

PubMed

Webster, C A; Russ, L; Vazou, S; Goh, T L; Erwin, H

2015-08-01

In the context of comprehensive and coordinated approaches to school health, academic classrooms have gained attention as a promising setting for increasing physical activity and reducing sedentary time among children. The aims of this paper are to review the rationale and knowledge base related to movement integration in academic classrooms, consider the practical applications of current knowledge to interventions and teacher education, and suggest directions for future research. Specifically, this paper (i) situates movement integration amid policy and research related to children's health and the school as a health-promoting environment; (ii) highlights the benefits of movement integration; (iii) summarizes movement integration programs and interventions; (iv) examines factors associated with classroom teachers' movement integration; (v) offers strategies for translating research to practice and (vi) forwards recommendations for future inquiry related to the effectiveness and sustainability of efforts to integrate movement into classroom routines. This paper provides a comprehensive resource for developing state-of-the-art initiatives to maximize children's movement in academic classrooms as a key strategy for important goals in both education and public health. © 2015 World Obesity.

Student evaluations of physics teachers: On the stability and persistence of gender bias

NASA Astrophysics Data System (ADS)

Potvin, Geoff; Hazari, Zahra

2016-12-01

[This paper is part of the Focused Collection on Gender in Physics.] There is a long history of research which confounds the simple interpretation that evaluations in an educational context are purely measures of competency. One such issue is that of gender bias in student evaluations of their teachers. In our prior work, we found that male students underrated female high school teachers in biology and chemistry while all students underrated female high school teachers in physics. In the current work, we independently checked and extended this earlier work to examine the effect of physics identity on student evaluations and gender bias. Employing multiple regression on survey data from a representative sample of 6772 college students across the U.S., attending both 2-year and 4-year post-secondary institutions (including STEM and non-STEM majors), we find the core physics effect is unchanged despite a gap between studies of nearly 10 years. Namely, both male and female students underrate their female high school physics teachers, even after controlling for physics grades and classroom experiences. Our new focus on physics identity reveals that students with a strong physics identity show a larger gender bias in favor of male teachers than those with less of a physics identity. These results may help to explain how structures that privilege certain groups and marginalize others are prevalent amongst the youngest members of a defined physics community and may serve to uphold the status quo as these young members traverse to higher levels of physics community membership. Furthermore, biased evaluative feedback structures may be one of the propagators of women's lower competency beliefs in physics, a result that has been found by many prior studies.

Physical Educators' Habitual Physical Activity and Self-Efficacy for Regular Exercise

ERIC Educational Resources Information Center

Zhu, Xihe; Haegele, Justin A.; Davis, Summer

2018-01-01

The purpose of this study was to examine physical education teachers' habitual physical activity and self-efficacy for regular exercise. In-service physical education teachers (N = 168) voluntarily completed an online questionnaire that included items to collect demographic information (gender, race/ethnicity, years of teaching experience, and…

American Association of Physics Teachers Annual Report, 2009

ERIC Educational Resources Information Center

American Association of Physics Teachers (NJ1), 2009

2009-01-01

The American Association of Physics Teachers (AAPT) mission is to enhance the understanding and appreciation of physics through teaching. Embracing the notion that physics understanding is critical to the wellbeing of society, AAPT is committed to serving its members and the larger community by promoting effectiveness in physics teaching for…

American Association of Physics Teachers Annual Report, 2008

ERIC Educational Resources Information Center

American Association of Physics Teachers (NJ1), 2008

2008-01-01

The American Association of Physics Teachers (AAPT) mission is to enhance the understanding and appreciation of physics through teaching. Aspiring to advance the greater good through physics, AAPT strives to be the leading voice, primary resource, advocate of choice, and driving force in physics education, serving professionals who teach physics…

Becoming the Physical Activity Champion: Empowerment through Social Marketing

ERIC Educational Resources Information Center

Colquitt, Gavin; Alfonso, Moya L.; Walker, Ashley

2014-01-01

Physical education teachers can champion their profession through marketing the importance of physical activity to children and families in the communities they serve. Social marketing, a consumer-based approach to behavior change, is an excellent choice for physical education teachers who want to "sell" physical activity to their…

Rethinking Recommendations for Implementing Comprehensive School Physical Activity Programs: A Partnership Model

ERIC Educational Resources Information Center

Webster, Collin Andrew; Beets, Michael; Weaver, Robert Glenn; Vazou, Spyridoula; Russ, Laura

2015-01-01

Recommended approaches to promoting children's physical activity through schools call for physical education teachers to serve as champions for, and leaders of, Comprehensive School Physical Activity Programs (CSPAPs). Little evidence, however, exists to suggest that physical education teachers are ideally prepared or supported to assume CSPAP…

Quantitative Analyses about Market- and Prevalence-Based Needs for Adapted Physical Education Teachers in the Public Schools in the United States

ERIC Educational Resources Information Center

Zhang, Jiabei

2011-01-01

The purpose of this study was to analyze quantitative needs for more adapted physical education (APE) teachers based on both market- and prevalence-based models. The market-based need for more APE teachers was examined based on APE teacher positions funded, while the prevalence-based need for additional APE teachers was analyzed based on students…

Collaboration Physics

ERIC Educational Resources Information Center

Harlow, Danielle; Otero, Valerie K.

2005-01-01

What happens when university curriculum developers are mixed with motivated elementary teachers? ? An awesome learning collaboration that benefits researchers, teachers, and students! That's what the authors discovered when they--university researchers involved in the Physics for Elementary Teachers (PET) project--teamed up with local elementary…

The Effect of Participation in Professional Development on Perceived Change in Teaching Practice by Minnesota K-12 Physical Education Teachers

ERIC Educational Resources Information Center

Sertich, Sally Krause

2013-01-01

This study used a conceptual framework of professional development theory to identify characteristics of effective learning activities specific to 259 Minnesota K-12 public school physical education and developmental adapted physical education (PE/DAPE) teachers during 2012-2013. Study results confirmed that as PE/DAPE teacher participation in…

A Study on Physical Education Teachers: The Correlation between Self-Efficacy and Job Satisfaction

ERIC Educational Resources Information Center

Yildirim, Irfan

2015-01-01

The aim of the study was to determine the correlation between self-efficacy and job satisfaction among the physical education teachers. The study was carried out in correlational survey model and the study sample was made up by 306 physical education teachers who worked in different geographical regions of Turkey. The data were assessed using SPSS…

The Pill Not Taken: Revisiting Physical Education Teacher Effectiveness in a Public Health Context

ERIC Educational Resources Information Center

McKenzie, Thomas L.; Lounsbery, Monica A. F.

2014-01-01

In "Physical Education Teacher Effectiveness in a Public Health Context," we took a broad view of physical education (PE) teacher effectiveness that included public health need and support for PE. Public health officials have been consistent and fervent in their support of PE, and for more than two decades, they have called on schools to…

Research-Design Model for Professional Development of Teachers: Designing Lessons with Physics Education Research

ERIC Educational Resources Information Center

Eylon, Bat-Sheva; Bagno, Esther

2006-01-01

How can one increase the awareness of teachers to the existence and importance of knowledge gained through physics education research (PER) and provide them with capabilities to use it? How can one enrich teachers' physics knowledge and the related pedagogical content knowledge of topics singled out by PER? In this paper we describe a professional…

The Physically Active Lifestyle of Flemish Secondary School Teachers: A Mixed-Methods Approach towards Developing a Physical Activity Intervention

ERIC Educational Resources Information Center

Bogaert, Inge; De Martelaer, Kristine; Deforche, Benedicte; Clarys, Peter; Zinzen, Evert

2015-01-01

Objective: The primary aim of this study was to describe and analyse the physical activity and sedentary levels of secondary school teachers in Flanders. A secondary aim was to collect information regarding a possible worksite intervention of special relevance to secondary school teachers. Design: Mixed-methods quantitative and qualitative…

An Examination of Pre-Service Primary School Teachers' Comprehension of the Concept of Physics through Metaphors

ERIC Educational Resources Information Center

Aykutlu, Isil

2017-01-01

The aim of this study is to lay bare pre-service primary school teachers' perception of "physics" through metaphors. The study was realized with the participation of 38 freshmen pre-service teachers taking General Physics at a public university. Data of the study were obtained with participants filling the blanks in the following…

Teaching Physics in English: A Continuing Professional Development for Non-Native English-Speaking Teachers in Thailand

ERIC Educational Resources Information Center

Pruekpramool, Chaninan; Sangpradit, Theerapong

2016-01-01

The purposes of this study were to develop a Continuing Professional Development (CPD) using English integrated science approach training curriculum and to promote physics teacher's efficacy to be expert teachers and be able to teach Physics in English. The quality of the curriculum was at a high level corresponding to the congruence scores of the…

The Relations between the Organizational Happiness and the Organizational Socialization Perceptions of Teachers: The Sample of Physical Education and Sport

ERIC Educational Resources Information Center

Tosten, Rasim; Avci, Yunus Emre; Sahin, Erhan

2018-01-01

The main purpose of this research is to examine the relationship between levels of organizational happiness and organizational socialization of physical education and sport teachers. The research is quantitative and correlational model. The population of the research is composed of 257 physical education and sports teachers working in Siirt…

Becoming Animated When Teaching Physics, Crafts and Drama Together: A Multidisciplinary Course for Student-Teachers

ERIC Educational Resources Information Center

Kallunki, Veera; Karppinen, Seija; Komulainen, Kauko

2017-01-01

This article examines a physics course for pre-service primary teachers in which physics, crafts and drama were taught together by connecting the standpoints of crafts and drama. The study was carried out by three university educators from these disciplines during an advanced optional course for student-teachers at the University of Helsinki in…

The Impact of Occupational Socialization on Physical Education Pre-Service Teachers' Beliefs about Four Important Curricular Outcomes: A Cross-Sectional Study

ERIC Educational Resources Information Center

Adamakis, Manolis; Zounhia, Katerina

2016-01-01

Most national Physical Education (PE) curriculums worldwide are based on a variety of outcome goals. The most important are physical activity and fitness, self-actualization, motor skill development and social development. Capturing PE Teacher Education pre-service teachers' beliefs toward these outcomes may offer a useful insight into the process…