Foundation phase science teacher identity: Exploring evolutionary module development to promote science teaching self-efficacy
Background: The South African national school curriculum for the foundation phase (6- to 9-year-olds) does not have a unique subject called ‘science’, but ‘hidden’ away in the subject ‘life skills’, one detects a great deal of science, but not all of it overtly presented. This presents a challenge t...
Ausführliche Beschreibung
Gespeichert in:
| Autor*in: |
Leslie F. Meiring [verfasserIn] |
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| Format: |
E-Artikel |
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| Sprache: |
Englisch |
| Erschienen: |
2019 |
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| Schlagwörter: |
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| Übergeordnetes Werk: |
In: South African Journal of Childhood Education - AOSIS, 2017, 9(2019), 1, Seite e1-e11 |
|---|---|
| Übergeordnetes Werk: |
volume:9 ; year:2019 ; number:1 ; pages:e1-e11 |
| Links: |
Link aufrufen |
|---|
| DOI / URN: |
10.4102/sajce.v9i1.603 |
|---|
| Katalog-ID: |
DOAJ048041092 |
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10.4102/sajce.v9i1.603 doi (DE-627)DOAJ048041092 (DE-599)DOAJ87cee3bd927d47d59be757bf9f48b5f9 DE-627 ger DE-627 rakwb eng LC8-6691 LB5-3640 Leslie F. Meiring verfasserin aut Foundation phase science teacher identity: Exploring evolutionary module development to promote science teaching self-efficacy 2019 Text txt rdacontent Computermedien c rdamedia Online-Ressource cr rdacarrier Background: The South African national school curriculum for the foundation phase (6- to 9-year-olds) does not have a unique subject called ‘science’, but ‘hidden’ away in the subject ‘life skills’, one detects a great deal of science, but not all of it overtly presented. This presents a challenge to teachers who might be limited in their science content knowledge and lack understanding of the processes of science, both of which might contribute to low levels of science teaching self-efficacy. Aim: This article explores an evolutionary module development process designed to promote science teaching self-efficacy. Setting: Pre-service foundation phase student teachers taking a single method module in science. Methods: The study is anchored within the Scholarship of Teaching and Learning (SoTL). On completion of the module, student teachers complete anonymous module-evaluation questionnaires. An interpretive, qualitative approach is used to support discussion of the module’s principles, content and delivery within the context of module development. Results: Data originate from two cohorts of student teachers (2011 and 2014). These data inform lecturers’ decisions on the re-development of the module for the following year. The intervening years (2012–2013) saw the module being firmly anchored on three pillars, namely teacher identity, science teaching self-efficacy and the nature of science. Conclusion: This article outlines the evolution of a pre-service foundation phase science module, from a science-content-only module (2006) through to a module whose underpinning principles and content attempt to address the hopes, fears and challenges faced by prospective foundation phase teachers. science teacher identity self-efficacy foundation phase science teaching nature of science scientific enquiry Special aspects of education Theory and practice of education In South African Journal of Childhood Education AOSIS, 2017 9(2019), 1, Seite e1-e11 (DE-627)1012237109 (DE-600)2918710-2 22237682 nnns volume:9 year:2019 number:1 pages:e1-e11 https://doi.org/10.4102/sajce.v9i1.603 kostenfrei https://doaj.org/article/87cee3bd927d47d59be757bf9f48b5f9 kostenfrei https://sajce.co.za/index.php/sajce/article/view/603 kostenfrei https://doaj.org/toc/2223-7674 Journal toc kostenfrei https://doaj.org/toc/2223-7682 Journal toc kostenfrei GBV_USEFLAG_A SYSFLAG_A GBV_DOAJ GBV_ILN_11 GBV_ILN_20 GBV_ILN_22 GBV_ILN_23 GBV_ILN_24 GBV_ILN_31 GBV_ILN_39 GBV_ILN_40 GBV_ILN_60 GBV_ILN_62 GBV_ILN_63 GBV_ILN_65 GBV_ILN_69 GBV_ILN_70 GBV_ILN_73 GBV_ILN_74 GBV_ILN_95 GBV_ILN_105 GBV_ILN_110 GBV_ILN_151 GBV_ILN_161 GBV_ILN_213 GBV_ILN_230 GBV_ILN_285 GBV_ILN_293 GBV_ILN_370 GBV_ILN_602 GBV_ILN_2003 GBV_ILN_2014 GBV_ILN_2044 GBV_ILN_2086 GBV_ILN_4012 GBV_ILN_4037 GBV_ILN_4112 GBV_ILN_4125 GBV_ILN_4126 GBV_ILN_4249 GBV_ILN_4305 GBV_ILN_4306 GBV_ILN_4307 GBV_ILN_4313 GBV_ILN_4322 GBV_ILN_4323 GBV_ILN_4324 GBV_ILN_4325 GBV_ILN_4326 GBV_ILN_4338 GBV_ILN_4367 GBV_ILN_4700 AR 9 2019 1 e1-e11 |
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10.4102/sajce.v9i1.603 doi (DE-627)DOAJ048041092 (DE-599)DOAJ87cee3bd927d47d59be757bf9f48b5f9 DE-627 ger DE-627 rakwb eng LC8-6691 LB5-3640 Leslie F. Meiring verfasserin aut Foundation phase science teacher identity: Exploring evolutionary module development to promote science teaching self-efficacy 2019 Text txt rdacontent Computermedien c rdamedia Online-Ressource cr rdacarrier Background: The South African national school curriculum for the foundation phase (6- to 9-year-olds) does not have a unique subject called ‘science’, but ‘hidden’ away in the subject ‘life skills’, one detects a great deal of science, but not all of it overtly presented. This presents a challenge to teachers who might be limited in their science content knowledge and lack understanding of the processes of science, both of which might contribute to low levels of science teaching self-efficacy. Aim: This article explores an evolutionary module development process designed to promote science teaching self-efficacy. Setting: Pre-service foundation phase student teachers taking a single method module in science. Methods: The study is anchored within the Scholarship of Teaching and Learning (SoTL). On completion of the module, student teachers complete anonymous module-evaluation questionnaires. An interpretive, qualitative approach is used to support discussion of the module’s principles, content and delivery within the context of module development. Results: Data originate from two cohorts of student teachers (2011 and 2014). These data inform lecturers’ decisions on the re-development of the module for the following year. The intervening years (2012–2013) saw the module being firmly anchored on three pillars, namely teacher identity, science teaching self-efficacy and the nature of science. Conclusion: This article outlines the evolution of a pre-service foundation phase science module, from a science-content-only module (2006) through to a module whose underpinning principles and content attempt to address the hopes, fears and challenges faced by prospective foundation phase teachers. science teacher identity self-efficacy foundation phase science teaching nature of science scientific enquiry Special aspects of education Theory and practice of education In South African Journal of Childhood Education AOSIS, 2017 9(2019), 1, Seite e1-e11 (DE-627)1012237109 (DE-600)2918710-2 22237682 nnns volume:9 year:2019 number:1 pages:e1-e11 https://doi.org/10.4102/sajce.v9i1.603 kostenfrei https://doaj.org/article/87cee3bd927d47d59be757bf9f48b5f9 kostenfrei https://sajce.co.za/index.php/sajce/article/view/603 kostenfrei https://doaj.org/toc/2223-7674 Journal toc kostenfrei https://doaj.org/toc/2223-7682 Journal toc kostenfrei GBV_USEFLAG_A SYSFLAG_A GBV_DOAJ GBV_ILN_11 GBV_ILN_20 GBV_ILN_22 GBV_ILN_23 GBV_ILN_24 GBV_ILN_31 GBV_ILN_39 GBV_ILN_40 GBV_ILN_60 GBV_ILN_62 GBV_ILN_63 GBV_ILN_65 GBV_ILN_69 GBV_ILN_70 GBV_ILN_73 GBV_ILN_74 GBV_ILN_95 GBV_ILN_105 GBV_ILN_110 GBV_ILN_151 GBV_ILN_161 GBV_ILN_213 GBV_ILN_230 GBV_ILN_285 GBV_ILN_293 GBV_ILN_370 GBV_ILN_602 GBV_ILN_2003 GBV_ILN_2014 GBV_ILN_2044 GBV_ILN_2086 GBV_ILN_4012 GBV_ILN_4037 GBV_ILN_4112 GBV_ILN_4125 GBV_ILN_4126 GBV_ILN_4249 GBV_ILN_4305 GBV_ILN_4306 GBV_ILN_4307 GBV_ILN_4313 GBV_ILN_4322 GBV_ILN_4323 GBV_ILN_4324 GBV_ILN_4325 GBV_ILN_4326 GBV_ILN_4338 GBV_ILN_4367 GBV_ILN_4700 AR 9 2019 1 e1-e11 |
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Foundation phase science teacher identity: Exploring evolutionary module development to promote science teaching self-efficacy |
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Background: The South African national school curriculum for the foundation phase (6- to 9-year-olds) does not have a unique subject called ‘science’, but ‘hidden’ away in the subject ‘life skills’, one detects a great deal of science, but not all of it overtly presented. This presents a challenge to teachers who might be limited in their science content knowledge and lack understanding of the processes of science, both of which might contribute to low levels of science teaching self-efficacy. Aim: This article explores an evolutionary module development process designed to promote science teaching self-efficacy. Setting: Pre-service foundation phase student teachers taking a single method module in science. Methods: The study is anchored within the Scholarship of Teaching and Learning (SoTL). On completion of the module, student teachers complete anonymous module-evaluation questionnaires. An interpretive, qualitative approach is used to support discussion of the module’s principles, content and delivery within the context of module development. Results: Data originate from two cohorts of student teachers (2011 and 2014). These data inform lecturers’ decisions on the re-development of the module for the following year. The intervening years (2012–2013) saw the module being firmly anchored on three pillars, namely teacher identity, science teaching self-efficacy and the nature of science. Conclusion: This article outlines the evolution of a pre-service foundation phase science module, from a science-content-only module (2006) through to a module whose underpinning principles and content attempt to address the hopes, fears and challenges faced by prospective foundation phase teachers. |
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Background: The South African national school curriculum for the foundation phase (6- to 9-year-olds) does not have a unique subject called ‘science’, but ‘hidden’ away in the subject ‘life skills’, one detects a great deal of science, but not all of it overtly presented. This presents a challenge to teachers who might be limited in their science content knowledge and lack understanding of the processes of science, both of which might contribute to low levels of science teaching self-efficacy. Aim: This article explores an evolutionary module development process designed to promote science teaching self-efficacy. Setting: Pre-service foundation phase student teachers taking a single method module in science. Methods: The study is anchored within the Scholarship of Teaching and Learning (SoTL). On completion of the module, student teachers complete anonymous module-evaluation questionnaires. An interpretive, qualitative approach is used to support discussion of the module’s principles, content and delivery within the context of module development. Results: Data originate from two cohorts of student teachers (2011 and 2014). These data inform lecturers’ decisions on the re-development of the module for the following year. The intervening years (2012–2013) saw the module being firmly anchored on three pillars, namely teacher identity, science teaching self-efficacy and the nature of science. Conclusion: This article outlines the evolution of a pre-service foundation phase science module, from a science-content-only module (2006) through to a module whose underpinning principles and content attempt to address the hopes, fears and challenges faced by prospective foundation phase teachers. |
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Background: The South African national school curriculum for the foundation phase (6- to 9-year-olds) does not have a unique subject called ‘science’, but ‘hidden’ away in the subject ‘life skills’, one detects a great deal of science, but not all of it overtly presented. This presents a challenge to teachers who might be limited in their science content knowledge and lack understanding of the processes of science, both of which might contribute to low levels of science teaching self-efficacy. Aim: This article explores an evolutionary module development process designed to promote science teaching self-efficacy. Setting: Pre-service foundation phase student teachers taking a single method module in science. Methods: The study is anchored within the Scholarship of Teaching and Learning (SoTL). On completion of the module, student teachers complete anonymous module-evaluation questionnaires. An interpretive, qualitative approach is used to support discussion of the module’s principles, content and delivery within the context of module development. Results: Data originate from two cohorts of student teachers (2011 and 2014). These data inform lecturers’ decisions on the re-development of the module for the following year. The intervening years (2012–2013) saw the module being firmly anchored on three pillars, namely teacher identity, science teaching self-efficacy and the nature of science. Conclusion: This article outlines the evolution of a pre-service foundation phase science module, from a science-content-only module (2006) through to a module whose underpinning principles and content attempt to address the hopes, fears and challenges faced by prospective foundation phase teachers. |
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