An Insight into Teachers’ Classroom Practices
The Case of Secondary Education Science Teachers
Bibliographic Data
| ID | 22044533 |
|---|---|
| Authors | Angelos Sofianidis (0000-0002-1378-9739, Aristotle University of Thessaloniki, corresponding author), Maria Kallery (0000-0002-4118-9474, Aristotle University of Thessaloniki) |
| Year | 2021 |
| Volume | 11 |
| Issue | 10 |
| Pages | 583 |
| Publication date | 2021-09-26 |
| Peer Reviewed | Yes |
| Open Access | Yes |
| Type | ARTICLE |
| Venue | Education Sciences (JOURNAL) |
| Journal identifiers | ISSN: 2227-7102 • E-ISSN: 2227-7102 |
| Publisher | MDPI AG (PUBLISHER • IT) |
| DOI | 10.3390/educsci11100583 |
| OpenAlex | W3202523614 |
| Language | EN |
| Citations received | 3 |
| References cited | 31 |
Teachers’ knowledge rooted in classroom practices guides their actions when dealing with a specific subject matter. To assess the quality of these practices, a close examination of the “classroom reality” is needed. The present study, which was carried out in Greece, investigates secondary science teachers’ practices. To record these practices, we used special classroom observation tools as well as questionnaires to record students’ views of their teachers’ practices. The observation tools and the student questionnaire focus on specifically formed criteria deriving from aspects of Pedagogical Content Knowledge (PCK). In total, 32 secondary science teachers and 1154 students participated in our study. The results indicated that the strong points of teachers’ teaching practices concern their subject matter knowledge, the use of representations, their questioning, their communication of the instructional objectives to the students, and knowledge of students’ difficulties. The weak points are related to the use of a variety of teaching approaches, the investigation of the students’ alternative conceptions, the experimental and ICT-based teaching, and the implementation of inquiry-based activities. The methodology employed in our study was fruitful in providing a holistic view of science teachers’ practices and can be used for investigating classroom practices of teachers of other subjects as well
Best practice · Curriculum · Mathematics education · Pedagogy · Science education · Subject matter · Teacher education · Teaching method · Computer Science · Online and Blended Learning · Psychology · Science Education and Pedagogy · Teacher Education and Leadership Studies
One lesson is all you need? Stability of instructional quality across lessons
The use of scoring rubrics
Student Rating Myths Versus Research Facts from 1924 to 1998
The use of scoring rubrics for formative assessment purposes revisited
The quality and effectiveness of descriptive rubrics
Revisiting the Conceptualisation of Pedagogical Content Knowledge (PCK)
Assessment rubrics
Rubrics as a way of providing transparency in assessment
Teacher Professional Development Focusing on Pedagogical Content Knowledge
Knowledge and Teaching
Pedagogical content knowledge in science education
Observation and Teacher Quality
| Unique citing works | 3 |
|---|---|
| Citations per year | 1 |
| Citation span | 2023 - 2026 (4) |
| Citation velocity | current |
| Highly cited | No |
| Citation types | Neutral: 3 |