CURRENT TRENDS ON SCIENCE TEACHER DEVELOPMENT
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Jul 21, 2018
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Abstract
This review aims to examine current trends of research on science teacher development in Journal Science Teacher Education (JSTE) between 2012-2016. The systemic review was used to identify and categorize the content of articles. In total, 212 recent studies were selected, all referring to science teacher development. The collected data was analyzed by means of frequency. Systemic analyses showed that publications by authors from USA were most dominant. Many of studies focused on preservice teacher education. The study indicates that ultimate goal, based on policy, curriculum, context and others, was firstly highlighted. Secondly, the goal was to develop teachers' cognition. While combination of strategies was most found in the study especially coaching and mentoring. However, the implication of this study will be guidelines in both science teacher education and professional development and also predict the future research in these areas.
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Research Article
บทความทุกเรื่องได้รับการตรวจความถูกต้องทางวิชาการโดยผู้ทรงคุณวุฒิ ทรรศนะและข้อคิดเห็นในบทความวารสารบัณฑิตศึกษา มหาวิทยาลัยราชภัฏวไลยอลงกรณ์ ในพระบรมราชูปถัมภ์ มิใช่เป็นทรรศนะและความคิดของผู้จัดทำจึงมิใช่ความรับผิดชอบของบัณฑิตวิทยาลัย มหาวิทยาลัยราชภัฏวไลยอลงกรณ์ ในพระบรมราชูปถัมภ์ กองบรรณาธิการไม่สงวนสิทธิ์การคัดลอก แต่ให้อ้างอิงแหล่งที่มา
References
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Anderson, D., Nashon, S., Namazzi, E., Okemwa, P., Ombogo, P., Ooko, S., & Beru, F. (2015). Transformations in Kenyan Science Teachers’ Locus of Control: The Influence of Contextualized Science and Emancipated Student Learning. Journal of Science Teacher Education, 26, 599–617.
Antink-Meyer, A. & Meyer, D. Z. (2016). Science Teachers’ Misconceptions in Science and Engineering Distinctions: Reflections on Modern Research Examples. Journal of Science Teacher Education, 27, 625-647.
Avraamidou, L. (2014). Developing a Reform-Minded Science Teaching Identity: The Role of Informal Science Environments. Journal of Science Teacher Education, 25, 823–843.
Bang, E. J., & Luft, J. A. (2014). Exploring the Written Dialogues of Two First-Year Secondary Science Teachers in an Online Mentoring Program. Journal of Science Teacher Education, 25, 25–51.
Banilower, E. R., Heck, D. J., & Weiss, I. R. (2007). Can Professional Development Make the Vision of the Standards a Reality? The Impact of the National Science Foundation’s Local Systemic Change Through Teacher Enhancement Initiative. Journal of Research in Science Teaching, 44, 375–395.
Barnett, E., & Friedrichsen, P. J. (2015). Educative Mentoring: How a Mentor Supported a Preservice Biology Teacher’s Pedagogical Content Knowledge Development. Journal of Science Teacher Education, 26, 647–668.
Bell, B. & Gilbert, J. (1996). Teacher Development: A Model from Science Education. Washington, D.C.: Falmer Press.
Bell, P. et al. (Eds.). (2009). Learning science in informal environments : people, places, and pursuits. Washington, DC: Committee on Learning Science in Informal Environments, Board on Science Education, Center for Education, Division of Behavioral and Social Sciences and Education.
Borko, H. (2004). Professional Development and Teacher Learning: Mapping the Terrain. Educational Researcher, 33, 3-15.
Brenner, M. E., Bianchini, J. A., and Dwyer, H. A. (2016). Science and Mathematics Teachers Working Toward Equity Through Teacher Research: Tracing Changes Across Their Research Process and Equity Views. Journal of Science Teacher Education, 27, 819–845.
Brown, P., Friedrichsen, P., & Abell, S. (2013). The Development of Prospective Secondary Biology Teachers PCK. Journal Science Teacher Education, 24, 133–155.
Bybee, W. R. (2014). NGSS and the Next Generation of Science Teachers. Journal Science Teacher Education, 25, 211–221.
Cavas, B., Cavas, P., Ozdem, Y., Rannikmae, M., & Ertepinar, H. (2012) “Research Trends in Science Education from the Perspectives of Journal of Baltic Science Education: A Content Analysis from 2002 to 2011. Journal of Baltic Science Education, 11, 94-102.
Cavas, B. (2015). Research Trends in Science Education International: A Content Analysis for The Last Five Years (2011-2015). Science Education International, 25(4), 573-588.
Chittleborough, G. (2014). Learning How to Teach Chemistry with Technology: Pre-Service Teachers’ Experiences with Integrating Technology into Their Learning and Teaching. Journal Science Teacher Education, 25, 373–393.
Cofre´, H., Gonza ´lez-Weil, C., Vergara, C., Santiba ´n ˜ez, D., Ahumada, G., Furman, M., Podesta, E. M., Camacho, J., Gallego, R., Pe ´rez, R. (2015). Science Teacher Education in South America: The Case of Argentina, Colombia and Chile. Journal Science Teacher Education, 26, 45–63.
Cone, N. (2012). The Effects of Community-Based Service Learning on Preservice Teachers’ Beliefs About the Characteristics of Effective Science Teachers of Diverse Students. Journal Science Teacher Education, 23, 889–907.
Cunningham, C. M., & Carlsen, W. S. (2014). Teaching Engineering Practices. Journal Science Teacher Education, 25, 197–210.
Demirdogen, Betu. (2016). Interaction Between Science Teaching Orientation and Pedagogical Content Knowledge Components. Journal Science Teacher Education, 27, 495–532.
Doney, A. P. (2013). Fostering Resilience: A Necessary Skill for Teacher Retention. Journal Science Teacher Education, 24, 645–664.
Donovan, D. A., Borda, E. J., Hanley, D. M. & Landel, C. C. (2015). Participation in a Multi-institutional Curriculum Development Project Changed Science Faculty Knowledge and Beliefs About Teaching Science. Journal Science Teacher Education, 26, 193–216.
Dudu, W. T. & Vhurumuku, E. (2012). Teachers’ Practices of Inquiry When Teaching Investigations: A Case Study. Journal Science Teacher Education, 23, 579–600.
Eick, C. J. (2012). Use of the Outdoor Classroom and Nature-Study to Support Science and Literacy Learning: A Narrative Case Study of a Third-Grade Classroom. Journal Science Teacher Education, 23, 789–803.
Eurydice. (2012). Key Data on Education in Europe 2012. Brussels: Education, Audiovisual and Culture Executive Agency., 3 ตุลาคม 2560, from Website https://eacea.ec.europa.eu/education/eurydice.
Evagorou, M., Dillon, J., Viiri, J., Albe, V. (2015). Pre-service Science Teacher Preparation in Europe: Comparing Pre-service Teacher Preparation Programs in England, France, Finland and Cyprus. Journal Science Teacher Education, 26, 99–115.
Faikhamta, C. (2013). The Development of inservice science teachers’ understandings of and orientations to teaching the nature of science within a PCK-based NOS course. Research in Science Education, 43(2), 847–869.
Hanuscin, L. D., & Zangori, L. (2016). Developing Practical Knowledge of the Next Generation Science Standards in Elementary Science Teacher Education. Journal Science Teacher Education, 27, 799–818.
Harlow, B. D., Swanson H. L., & Otero, K. V. (2014). Prospective Elementary Teachers’ Analysis of Children’s Science Talk in an Undergraduate Physics Course. Journal Science Teacher Education, 25, 97–117.
Herrington, D. G., Bancroft, S. F., Edwards, M. M., & Schairer, C. J. (2016). I Want to be the Inquiry Guy! How Research Experiences for Teachers Change Beliefs, Attitudes, and Values About Teaching Science as Inquiry. Journal Science Teacher Education, 27, 183–204.
Hayes, K. N., Lee, C. S., DiStefano, R. O’Connor, D., Seitz, J. C. (2016). Measuring Science Instructional Practice: A Survey Tool for the Age of NGSS. ournal Science Teacher Education, 27, 137–164.
Holliday, G. M., Lederman, J. S., & Lederman, N. G. (2014). ‘‘Wow! Look at That!’’: Discourse as a Means to Improve Teachers’ Science Content Learning in Informal Science Institutions. Journal Science Teacher Education, 25, 935–952.
Johnson, C. C., & Fargo, J. D. (2014). A Study of the Impact of Transformative Professional Development on Hispanic Student Performance on State Mandated Assessments of Science in Elementary School. Journal Science Teacher Education, 25, 845–859.
Jones, M. G., & Leagon, M. (2014). Science Teacher Attitudes and Beliefs. Handbook of Science Education.
Juhler, M. V. (2016). The Use of Lesson Study Combined with Content Representation in the Planning of Physics Lessons During Field Practice to Develop Pedagogical Content Knowledge. Journal Science Teacher Education, 27, 533–553.
Jung, K. G. & Brown, J. C. (2016). Examining the Effectiveness of an Academic Language Planning Organizer as a Tool for Planning Science Academic Language Instruction and Supports. Journal Science Teacher Education, 27, 847–872.
Kelly, J. (2000). Rethinking the elementary science methods course: a case for content, pedagogy, and informal science education, International Journal of Science Education, 22, 755-777.
Kim, S., & Hand, B. (2015). An Analysis of Argumentation Discourse Patterns in Elementary Teachers’ Science Classroom Discussions. Journal Science Teacher Education, 26, 221–236.
Kind, V. (2009). A Conflict in your Head: An Exploration of trainee Science Teacher’ Subject Matter Knowledge Development and Its Impact on Teacher Self-confidence. International Journal of Science Education, 31, 1529-1562.
Krajcik, J., Codere, S., Dahsah, C., Bayer, R., & Mun, K. (2014). Planning Instruction to Meet the Intent of the Next Generation Science Standards. Journal Science Teacher Education, 25, 157–175.
Lakin,J.M., & Wallace, C. S. (2015). Assessing Dimensions of Inquiry Practice by Middle School Science Teachers Engaged in a Professional Development Program. Journal Science Teacher Education, 26, 139–162.
Leary, H., Severance, S., Penuel, W. R., Quigley, D., Sumner, T., & Devau, H. (2016). Designing a Deeply Digital Science Curriculum: Supporting Teacher Learning and Implementation with Organizing Technologies. Journal Science Teacher Education, 27, 61–77.
Lee, O., Miller E. C. & Januszyk, R. (2014). Next Generation Science Standards: All Standards, All Students. Journal Science Teacher Education, 25, 223–233.
Leite, L., Dourado, L., & Morgado, S. (2016). Initial Science Teacher Education in Portugal: The Thoughts of Teacher Educators About the Effects of the Bologna Process. Journal Science Teacher Education, 27, 873–893.
Lin, T. C., Lin, T. J. & Tsai, C. C. (2014). Research Trends in Science Education from 2008 to 2012: A systematic content analysis of publications in selected journals, International Journal of Science Education, 36, 1346-1372.
Liu, E., Liu, C., & Wang, J. (2015). Pre-service Science Teacher Preparation in China: Challenges and Promises. Journal Science Teacher Education, 26, 29–44.
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