Fostering beginning teachers' competence in using talk and questions to promote effective teaching in science classrooms
<p>The reform of school science curriculum is taking place in China, requiring teachers to use meaningful questions which can stimulate students’ interest, promote inquiry-based learning and develop higher-order thinking skills.</p> <p>The interview with three chemistry beginn...
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| Format: | Thesis |
| Language: | English |
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2018
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| _version_ | 1797109606138249216 |
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| author | Zhuang, L |
| author_facet | Zhuang, L |
| author_sort | Zhuang, L |
| collection | OXFORD |
| description | <p>The reform of school science curriculum is taking place in China, requiring teachers to use meaningful questions which can stimulate students’ interest, promote inquiry-based learning and develop higher-order thinking skills.</p>
<p>The interview with three chemistry beginning teaches in my context about their views on science teaching and assessment and observation of their daily normal lessons showed that although they wanted to develop students’ problem-solving abilities and help students to understand the process of knowledge discovery, all teachers regarded delivery of science knowledge as the key role of a science teacher and teachers usually had little interest in engaging students in class discussion and exploring their ideas. In response to the demanding requirement of recent science education standards and the lack of support for teachers to develop their strategies, a school-based teacher education program was initiated to find out to what extent an intervention designed to develop teachers’ use of questions could develop their practice in three areas: a. using class talk and questions to create more interactive and dialogic environment aiming to increase the participation of students in class, b. asking more higher-level questions, c. conducting assessment for learning.</p>
<p>After theoretical input, teachers were provided with opportunities to better understand these new ideas and put them into planning and delivery of lessons in practice. The teacher educator offered continuous support and guidance to facilitate their learning and practice. Various data and evidence were collected to record professional progress of three beginning teachers in using more dialogic interaction and higher level questions to promote student thinking and do formative assessment. The research project also attempts to establish a feasible and effective mode of teacher education in my context by drawing on various theoretical and empirically-based literatures on teacher education models and principles that underpin the successful teacher education. Alongside the teacher growth, the teacher educator has developed various knowledge and competencies required for his own professional development.</p> |
| first_indexed | 2024-03-07T07:43:58Z |
| format | Thesis |
| id | oxford-uuid:754a61c2-aa45-4fde-9da4-d7d1d21ad95a |
| institution | University of Oxford |
| language | English |
| last_indexed | 2024-03-07T07:43:58Z |
| publishDate | 2018 |
| record_format | dspace |
| spelling | oxford-uuid:754a61c2-aa45-4fde-9da4-d7d1d21ad95a2023-05-22T14:35:13ZFostering beginning teachers' competence in using talk and questions to promote effective teaching in science classroomsThesishttp://purl.org/coar/resource_type/c_bdccuuid:754a61c2-aa45-4fde-9da4-d7d1d21ad95aEducationEnglishORA Deposit2018Zhuang, L<p>The reform of school science curriculum is taking place in China, requiring teachers to use meaningful questions which can stimulate students’ interest, promote inquiry-based learning and develop higher-order thinking skills.</p> <p>The interview with three chemistry beginning teaches in my context about their views on science teaching and assessment and observation of their daily normal lessons showed that although they wanted to develop students’ problem-solving abilities and help students to understand the process of knowledge discovery, all teachers regarded delivery of science knowledge as the key role of a science teacher and teachers usually had little interest in engaging students in class discussion and exploring their ideas. In response to the demanding requirement of recent science education standards and the lack of support for teachers to develop their strategies, a school-based teacher education program was initiated to find out to what extent an intervention designed to develop teachers’ use of questions could develop their practice in three areas: a. using class talk and questions to create more interactive and dialogic environment aiming to increase the participation of students in class, b. asking more higher-level questions, c. conducting assessment for learning.</p> <p>After theoretical input, teachers were provided with opportunities to better understand these new ideas and put them into planning and delivery of lessons in practice. The teacher educator offered continuous support and guidance to facilitate their learning and practice. Various data and evidence were collected to record professional progress of three beginning teachers in using more dialogic interaction and higher level questions to promote student thinking and do formative assessment. The research project also attempts to establish a feasible and effective mode of teacher education in my context by drawing on various theoretical and empirically-based literatures on teacher education models and principles that underpin the successful teacher education. Alongside the teacher growth, the teacher educator has developed various knowledge and competencies required for his own professional development.</p> |
| spellingShingle | Education Zhuang, L Fostering beginning teachers' competence in using talk and questions to promote effective teaching in science classrooms |
| title | Fostering beginning teachers' competence in using talk and questions to promote effective teaching in science classrooms |
| title_full | Fostering beginning teachers' competence in using talk and questions to promote effective teaching in science classrooms |
| title_fullStr | Fostering beginning teachers' competence in using talk and questions to promote effective teaching in science classrooms |
| title_full_unstemmed | Fostering beginning teachers' competence in using talk and questions to promote effective teaching in science classrooms |
| title_short | Fostering beginning teachers' competence in using talk and questions to promote effective teaching in science classrooms |
| title_sort | fostering beginning teachers competence in using talk and questions to promote effective teaching in science classrooms |
| topic | Education |
| work_keys_str_mv | AT zhuangl fosteringbeginningteacherscompetenceinusingtalkandquestionstopromoteeffectiveteachinginscienceclassrooms |