The Progression of Prospective Primary Teachers' Conceptions of the Methodology of Teaching

Autor/inn/en	Rivero, Ana; Azcarate, Pilar; Porlan, Rafael; del Pozo, Rosa Martin; Harres, Joao
Titel	The Progression of Prospective Primary Teachers' Conceptions of the Methodology of Teaching
Quelle	In: Research in Science Education, 41 (2011) 5, S.739-769 (31 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0157-244X
DOI	10.1007/s11165-010-9188-z
Schlagwörter	Preservice Teacher Education; Constructivism (Learning); Methods; Science Education; Science Instruction; Epistemology; Preservice Teachers + Suchen Sie Ihr Suchwort? Lehramtsstudiengang; Lehrerausbildung; Method; Methode; Naturwissenschaftliche Bildung; Teaching of science; Science education; Natural sciences Lessons; Naturwissenschaftlicher Unterricht; Erkenntnistheorie
Abstract	This article describes the evolution of prospective primary teachers' conceptions of the methodology of teaching. Three categories were analyzed: the concept of activity, the organization of activities, and the concept of teaching resources. The study was conducted with five teams of prospective teachers, who were participating in teacher education courses of a constructivist orientation. The results showed very different itineraries in the processes of change, and the presence of two major obstacles--the belief that teaching is the direct cause of learning, and epistemological absolutism. The study allows us to deduce some implications for initial teacher education. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2017/4/10