Literaturnachweis - Detailanzeige
Autor/inn/en | Donitsa-Schmidt, Smadar; Zuzovsky, Ruth; Topaz, Beverley |
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Titel | Becoming an In-Field Teacher in Israel: Motivations and Knowledge of Out-of-Field Science Teachers |
Quelle | In: European Journal of Teacher Education, 44 (2021) 5, S.668-687 (20 Seiten)Infoseite zur Zeitschrift
PDF als Volltext |
Sprache | englisch |
Dokumenttyp | gedruckt; online; Zeitschriftenaufsatz |
ISSN | 0261-9768 |
DOI | 10.1080/02619768.2020.1860008 |
Schlagwörter | Teacher Attitudes; Science Teachers; Science Instruction; Elementary School Teachers; Secondary School Teachers; Teacher Qualifications; Teacher Competencies; Faculty Development; Teacher Motivation; Profiles; Pedagogical Content Knowledge; Teacher Effectiveness; Self Efficacy; Foreign Countries; Israel Lehrerverhalten; Science; Teacher; Teachers; Science teacher; Wissenschaft; Lehrer; Lehrerin; Lehrende; Teaching of science; Science education; Natural sciences Lessons; Naturwissenschaftlicher Unterricht; Elementary school; Grundschule; Volksschule; Lehrqualifikation; Lehrkunst; Charakterisierung; Profilanalyse; Pädagogische Kompetenz; Effectiveness of teaching; Instructional effectiveness; Lehrerleistung; Unterrichtserfolg; Self-efficacy; Selbstwirksamkeit; Ausland |
Abstract | The present study focuses on forty out-of-field teachers who have been teaching science for a few years in primary or lower-secondary schools and entered a two-year professional development programme to qualify as in-field teachers. Our purpose was to uncover their reasons for teaching science without appropriate qualifications, their motivations to enrol in the programme, and the extent to which the programme enhanced their competencies as science teachers. Findings revealed two motivational profiles: an intrinsic one and a mixed one that combined intrinsic and extrinsic orientations. All the teachers admitted they had lacked the content knowledge and the pedagogical content knowledge required to teach science effectively. The programme contributed mainly to their disciplinary and pedagogical knowledge and to their self-efficacy. While some positive aspects of out-of-field teaching came up, measures should be taken to ensure that the limited knowledge of out-of-field teachers does not affect the quality of their teaching. (As Provided). |
Anmerkungen | Routledge. Available from: Taylor & Francis, Ltd. 530 Walnut Street Suite 850, Philadelphia, PA 19106. Tel: 800-354-1420; Tel: 215-625-8900; Fax: 215-207-0050; Web site: http://www.tandf.co.uk/journals |
Erfasst von | ERIC (Education Resources Information Center), Washington, DC |
Update | 2024/1/01 |