Pedagogical Perspectives and Practical Knowledge of Teaching

1. Pedagogical Perspectives and Practical Knowledge of Teaching Four First-Year Teachers Emerging from a Constructivist Science Education Program Michael J. Dias, Ph.D.

2. Education is paramount Serve humanity Behaviorism Experiential Teaching Constructivism Ethic of Care Pedagogical Knowing Realistic Teacher Education Educative Mentoring Teaching Science as Inquiry A personal history of ideas in science education:

3. social constructivism • humanistic psychology • “practice to theory” • reflection / inquiry

4. Problem: Traditional teacher-centered classrooms that restrict students’ involvement in the learning process are far more prevalent than reform-based learning environments (Czerniak, 1996; Kaufman, 1996; Prawat, 1992; Simmons et al., 1999; Weis et al., 2001).

5. Review of Literature: • a pre-service process that goes from practice to theory precludes the gap (Korthagen & Kessels, 1999) • building on existing beliefs is more productive than transmitting theory (Wideen et al., 1998)

6. Guiding Questions: • What pedagogical perspectives were apparent among TEEMS participants during their first year of teaching? • What practical knowledge of teaching develops in the first year, and how is this knowledge influenced by • Personal history, • School context, • Pre-service program?

7. Research Design: • Qualitative Methods • Selection of Participants • Role of the Researcher • The Participants and their Schools

8. Participant Information

9. Data Collection & Analysis:

10. First Year Concerns: • Time constraints and material limitations • Student reluctance to autonomy • High-stakes exam • Understanding students

11. Patterns of Pedagogy: • Grouping strategies • Shared locus of control • Similar daily instructional format • Promoting engagement • Review strategies • Traditional Assessment • Restructuring Content Knowledge

12. Assertion 1: • Management strategies evolved through interaction with students. • A commitment to teaching and supportive relationships at the school helped these first-year teachers resolve teaching dilemmas.

13. Assertion 2: • Common elements of daily instruction emerged as an adaptation of what was promoted in the pre-service program.

14. Assertion 3: • Inadequate experience in teaching science as inquiry accounts for the modest representation of this element in the practical knowledge of these first-year teachers.

15. Assertion 4: • The pre-service program influenced these first year teachers to consistently utilize grouping strategies to foster engagement and collaboration.

16. Implications • Science Teacher Education and Teaching Science as Inquiry • Teacher Education that Mitigates the Theory / Practice Gap

17. Episteme:objective TheoryPhronesis: implicit theory The goal of teacher education is not to make student teachers into collectors of knowledge on teaching. …Teacher education should aim at making tacit knowledge explicit. (Nussbaum, 1986 in Korthagen, 2001, p. 27) Linking practice and theory: The pedagogy of realistic teacher education

19. A longitudinal study of secondary science teacher development: Years 1, 3, 5 • year 3: Biographical and Contextual Influences on Three Secondary Science Teachers’ Pedagogy • Case study with Cheryl, Laura, Ed; Spring 2002 • Pedagogical perspectives differentiated, parallels type of support received in teaching context • year 5: Spring, 2004; Laura & Ed • Continue interpreting pedagogy and its influences • Co-constructing practical knowledge of reform-based practice

20. How are they in year 3?