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Conference paper
Pedagogical discontentment and reform-based practice: Examining the influence of participation in a research experiences for teachers (RETs)
American Educational Research Association
American Educational Research Annual Conference (New Orleans, Louisiana, USA, 04/2011)
04/11/2011
Abstract
This research was a quantitative approach to describe how teachers’ participation in a Research Experience for Teachers program influences aspects of teacher thinking (pedagogical discontentment) science teaching practice. Data were collected from 58 teachers before and after their participation two different RET programs: authentic scientific research (SciRes) and scientific research and pedagogy (SciPed). Pre and post program data were a survey of pedagogical discontentment and a science -teaching episode. SciPed teachers showed a statistically greater increase in reform-oriented practice than those in the SciRes program. SciPed teachers enter the program with a significantly higher pedagogical discontentment score but leave with a significantly lower score. As SciPed teachers became more reform oriented in their practice, their discontentment with their practice decreased.
Details
- Title
- Pedagogical discontentment and reform-based practice
- Resource Type
- Conference paper
- Conference
- American Educational Research Annual Conference (New Orleans, Louisiana, USA, 04/2011)
- Publisher
- American Educational Research Association; AERA Online Paper Repository
- Number of pages
- 19
- Copyright
- Each presenter retains copyright on the full-text paper. Repository users should follow legal and ethical practices in their use of repository material; permission to reuse material must be sought from the presenter, who owns copyright.
- Identifiers
- 99380473594506600
- Academic Unit
- School of Education
- Language
- English