Beginning science teachers : Needs and Transformations In teaching

• Main Authors: Yen, Yumg-Chin, 葉永進
• Other Authors: Chang Huey-Por
• Format: Others
• Language: zh-TW
• Published: 1996
• Online Access: http://ndltd.ncl.edu.tw/handle/35933433596474230037

碩士 === 國立彰化師範大學 === 科學教育學系 === 85 === The purpose of this study was to investigate the needs and sources of theseneeds teaching needs in two beginning science teachers. One majored in hysics and the other majored in chemistry. In addition, the relationship between classroom practice and teachers'' needs, the transformation of theseneeds and the causes of these needs were explored. A qualitative research design was used for this study during thefirst semester of 1995. Data was gathered from classroom observations,questionnaires, interviews, and some related information. This variety of datasources allowed for triangulation to validate the results of thisinvestigation. Results of this investigation indicated that the teachers'' initial needs were to maintain the regular operation of teaching activities. Their initialfocus was on how to present subject matter coherently rather than focusingstudents'' abilities on understanding subject matter. However, the teachers''needs at the end of the semester indicated a gradual growth in teachers''professional knowledge. Their concerns changed from focusing on the teacher to focus on students and their needs. In addition, this study found that teachers with different characteristics and beliefs developed different needs.Above all, teachers used different methods and had differen expectations toward different classes depending upon their evident degrees of earning. These differences led to different models of teachers'' needs. Four factors were noted to affect the transformations of the two teachers'' pedaogical needs:(a) classroom discipline, (b) the pressure of teaching progres, (c)subject matter knowledge, and (d) the influence of students''abilities and motivation. Further, there were two minor factors influencing teachers'' needs. One was teachers'' beliefs toward science teaching and the other was their colleagues. Consequently, the formation and transformation of the beginning eachers'' needs were most influenced by teaching context. The various asects of classroom management,pressure of teaching progress and perceived inadquacy of subject matter knowledge were the most common obstacles to effectie teaching. Consequently, the teachers felt pressure to solve these problems as soon as possible. Therefore,attention to classroom management and the development of professional subject matter knowledge should be the primary focus of both preservice and inservice teacher educational programs.