A longitudinal investigation of Hong Kong primary school teachers' thinking about science teaching and learning

A longitudinal investigation of Hong Kong primary school teachers' thinking about science teaching and learning

Teacher thinking in science: A longitudinal study of primary school teachers

• So, Winnie Wing Mui

2001

• G Curriculum, Teaching & Learning: Specific Disciplines
  • GD Science & Technology
• M Teachers & Education for Teachers
  • MA Professional Education for Teachers
• G Curriculum, Teaching & Learning: Specific Disciplines
  • GJ Interdisciplinary
• M Teachers & Education for Teachers
  • MG Identities, Attitudes & Opinion of Educational Workers

Science -- Study and Teaching (Primary) -- Hong Kong -- Longitudinal Studies Primary School Teachers -- Hong Kong -- Longitudinal Studies

• Hong Kong

• 1990-1997.6
• 1997.7 onwards

• Primary Education
• Post-Secondary Education

This research explored student teacher's thinking in science and how they oriented to professional development from pre-service teacher education to beginning teaching. A more holistic view of teacher thinking with four focuses was embedded in this research: (1) conceptions of teaching and learning science; (2) planning; (3) teaching; and (4) reflections. The characteristics of these four aspects and their changes across time, the interrelationships of the four aspects and the change of their coherence in the longitudinal study were the main focus of the study.
An original group of 25 student teachers in Hong Kong were followed for three years, which included their two-year Certificate in Primary Education (Chinese) (Full-Time) Courses (1996-98) at the Hong Kong Institute of Education and their first year of beginning teaching in local primary schools in 1998-99. The student teachers were interviewed about their conception of teaching and learning science and what they had extracted from the experience. Also, they were asked to draw concepts maps to describe their thoughts during planning and were observed in their micro-teaching, school teaching experience and beginning teaching in local classrooms. After each of on these observations, they wrote journals to reflect on their teaching. The research approach involved in-depth qualitative analyses supplemented by quantification when necessary to allow clearer assessment of change in thinking.
In this longitudinal study, student teachers were found to espouse predominant or secondary constructivist conceptions of teaching and learning science to different degrees in different stages of study. Their planning became less intense in terms of lower complexity and fewer thoughts. Besides, teachers' development of constructivist teaching was evident and there was continuing evidence of confronting reflection among teachers throughout the three stages of the study.
An increase in the coherence between the different aspects of teacher thinking during school teaching experience was found but the coherence declined at the stage of beginning teaching. Over the three-year period, there were growing relationships between conceptions of teaching and the practice of teaching, as well as planning and reflection. The little relationships between planning and practice, teaching and reflection remained similar across time. However, the relationships between conceptions and reflection, as well as conception and planning grew during school experience but declined at beginning teaching.
The findings reviewed that, student teachers in the present study differed slightly in their conceptualization of teaching, practice of teaching; planning and reflection of practice with vary experience in the early years of teaching profession. Moreover, little evidence of professional development was found at the beginning teaching stage. It seems that the beginning teaching year was characterized by a need to "survive" in the actual teaching environment with little professional development. Finally, a number of constraints were identified that affect the coherence of teacher thinking and teachers' professional development. These included personal, socio- cultural and physical factors.
The thesis provides a number of insights about this group of student teachers and concludes with discussion on the implications for theoretical issues related to cognitive development of science teachers, for teacher education at the Institute and elsewhere and for teacher professional development.

PhD

University of Hong Kong

Hong Kong

• English

Dissertation Theses

https://bibliography.lib.eduhk.hk/bibs/bdb1f3e4

2010-12-16