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“We’re better, connected” : empirical study on the potential of international science teacher trainings

“We’re better, connected” : empirical study on the potential of international science teacher trainings

activities – the artistic personality is described as less skilled in mathematics. All these attributes that empirically can be attributed to the vast group of teachers seem to be somewhat unfitting for the group of science teachers. Since science teachers are taught to set up experiments, taught to use tools of measurement and also using machines quite expertly and also being trained in the use of mathematics it is a reasonable assumption that the code S-A-E vocational might not be suitable to describe all types of teachers equally. Abel as well as Kaub et al. looked at vocational personalities according to fields of study and found a different distribution for pre-service science teachers. Both found slightly different codes for pre-service teachers of different subjects [Abel, 1997; Kaub et al., 2012]. In Kaub’s study the group of science teachers showed significant deviations from the S-A-E. The study also revealed significant effects between teachers of different subjects in the fields: reasoning, spatial sense and perceptual speed. 2 The studies of Kaub et al. and Abel show that there is empirical evidence suggesting that pre-service science teachers might be somewhat different to the averaged pre-service teacher cohort described by the traditional S-A-E coding. In Kaub’s cohort results showed (see table 3.1) that the group of teachers that studied natural sciences only, are more accurately described by the code S-I-E (social, investigative, enterprising). Compared to the vocational personality of the average teacher student, science teacher students are considerably higher associated with the realistic and the investigative fields while being much less associated with the artistic field. With the exception of the enterprising domain, mixed type pre-service teachers 3 on the other hand find themselves somewhat in
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Australia-English For Science Teacher Questionnaire

Australia-English For Science Teacher Questionnaire

Ms Kate Nelson regards her science subject as just part of her job and she is not interested in professional development. She uses prepared lessons and standard teaching materials and often avoids interacting directly with students. Ms Kate Nelson is an enthusiastic teacher.

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United Kingdom (excluding Scotland)-English For Science Teacher Questionnaire

United Kingdom (excluding Scotland)-English For Science Teacher Questionnaire

School science includes all school sciences courses referring to the domains of physics, chemistry, biology, Environmental science or geology, space science or astronomy, applied sciences and technology either taught in your curriculum as separate science subjects or taught within a single ‘integrated-science’ subject. It does NOT include related subjects such as mathematics, psychology, economics, nor possible Earth science topics included in geography courses. The term school science has been used to explicitly distinguish from science in the wider world. Please consider this distinction.
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Hong Kong-China-Chinese For Science Teacher Questionnaire

Hong Kong-China-Chinese For Science Teacher Questionnaire

你的師資教育或培訓課程或其他專業資格,有沒有包括下列科目?在本學年,你有沒有在中四班級教授這 你的師資教育或培訓課程或其他專業資格,有沒有包括下列科目?在本學年,你有沒有在中四班級教授這 些科目? 些科目? (由於這是一項國際性調查,我們需要把許多在學校教授的科目作廣義的分類。假如你的科目的準確名稱未有列出,請選擇一個 你認為最接近該科目的類別。) (如果你需要以下各項[r]

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United States-English For Science Teacher Questionnaire

United States-English For Science Teacher Questionnaire

Were any of the following included in your teacher education or training program or other professional qualification and do you teach them to the 10th grade in the current school year.. [r]

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Macao-China-English For Science Teacher Questionnaire

Macao-China-English For Science Teacher Questionnaire

School science includes all school sciences courses referring to the domains of physics, chemistry, biology, Earth science or geology, space science or astronomy, applied sciences and technology either taught in your curriculum as separate science subjects or taught within a single ‘integrated-science’ subject. It does NOT include related subjects such as mathematics, psychology, economics, nor possible Earth science topics included in geography courses. The term school science has been used to explicitly distinguish from natural science. Please consider this distinction.
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Macao-China-Chinese For Science Teacher Questionnaire

Macao-China-Chinese For Science Teacher Questionnaire

下列科目包括在你所參加過的教師教育、教師培訓課程或其他專業資格中嗎?在本學年裡,你是否向中四 下列科目包括在你所參加過的教師教育、教師培訓課程或其他專業資格中嗎?在本學年裡,你是否向中四 / 高一(或中三 高一(或中三 / 初三)學生教這些 初三)學生教這些 科目? 科目? (由於這是一項國際調查,我們把很多在學校所教的現行科目合併成普遍類別。如果你所教的科目不在其中,[r]

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Dominican Republic-Spanish For Science Teacher Questionnaire

Dominican Republic-Spanish For Science Teacher Questionnaire

(Por favor, tenga en cuenta su situación laboral en este centro educativo y la de todos sus trabajos como docente.) (Por favor, seleccione una respuesta en cada fila.).. Tiempo completo [r]

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Czech Republic-Czech For Science Teacher Questionnaire

Czech Republic-Czech For Science Teacher Questionnaire

(Zohledněte prosím svůj úvazek na této škole a všechny další učitelské úvazky, které máte.) (V každém řádku vyberte prosím jednu odpověď.)?. Plný úvazek (více než 90 % hodin odpovídající[r]

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Chinese Taipei-Chinese For Science Teacher Questionnaire

Chinese Taipei-Chinese For Science Teacher Questionnaire

在您所就讀的師資培育教育專業課程或其他教育專業課程裡,有包含以下列出的科目嗎?在目前的學年度 在您所就讀的師資培育教育專業課程或其他教育專業課程裡,有包含以下列出的科目嗎?在目前的學年度 中,您是否有教授國三(或高一)學生這些科目? 中,您是否有教授國三(或高一)學生這些科目? (由於這是國際性的調查,我們將許多科目併入較大的歸類範圍。若您沒看到所任教的確切科目,請選擇[r]

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Science teacher training through an IBL experience

Science teacher training through an IBL experience

methodologies facilitate science understanding and the development of scientific competences, offering strategies to overcome academic failure and to ensure students’ scientific literacy. A review of the Spanish projects with a focus on science education carried out in the last twenty years, shows very few initiatives explicitly based on the application of IBL approaches, pointing out a potential way to improve science learning. In the present paper, we describe a work aimed at promoting IBL methodologies among teachers. The main purpose is to make prospective teachers aware of the benefits associated with this kind of pedagogies, through offering them the opportunity to live an IBL experience and to reflect on practice.
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Spain-Galician For Science Teacher Questionnaire

Spain-Galician For Science Teacher Questionnaire

(Respecto da súa situación laboral, teña en conta a deste centro e o conxunto de todos os seus traballos como docente) (Por favor, marque un recadro en cada unha das liñas).. Tempo compl[r]

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Spain-Catalan For Science Teacher Questionnaire

Spain-Catalan For Science Teacher Questionnaire

Ciències inclou totes les assignatures de ciències en referència als àmbits de la física, la química, la biologia, les ciències de la Terra o geologia, les ciències de l'espai o astronom[r]

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Spain-Basque For Science Teacher Questionnaire

Spain-Basque For Science Teacher Questionnaire

Zientzian sartzen dira zientzia arloko irakasgai guztiak; fisika, kimika, biologia, Lurraren zientzia edo geologia, espazioko zientzia edo astronomia, zientzia aplikatuak eta teknologia,[r]

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Portugal-Portuguese For Science Teacher Questionnaire

Portugal-Portuguese For Science Teacher Questionnaire

"Ciências" inclui todas as disciplinas de ciências referentes aos domínios da física, química, biologia, ciências da terra e geologia, ciências do espaço e astronomia, ciências a[r]

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Peru-Spanish For Science Teacher Questionnaire

Peru-Spanish For Science Teacher Questionnaire

Si a usted no le exigen que forme parte de actividades de desarrollo profesional por un determinado número de días al año, pero se le solicita que participe en talleres o cursos específi[r]

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Malaysia-Malay For Science Teacher Questionnaire

Malaysia-Malay For Science Teacher Questionnaire

Adakah subjek berikut dimasukkan dalam latihan atau program pendidikan guru atau kelayakan profesional yang lain dan adakah anda mengajar subjek tersebut dalam Tingkatan 4 dalam tahun pe[r]

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Italy-Italian For Science Teacher Questionnaire

Italy-Italian For Science Teacher Questionnaire

La maggior parte degli insegnanti di materie scientifiche nella mia scuola ritiene che lo sviluppo della competenza emotiva e delle competenze e sociali degli studenti sia altrettanto im[r]

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Germany-German For Science Teacher Questionnaire

Germany-German For Science Teacher Questionnaire

Werden die Schülerinnen und Schüler über die Verfügbarkeit und Inhalte des Lehrplans für naturwissenschaftlichen Unterricht informiert (z. bei einer Schulversammlung oder durch einen New[r]

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Colombia-Spanish For Science Teacher Questionnaire

Colombia-Spanish For Science Teacher Questionnaire

(Por favor, introduzca un porcentaje aproximado para cada área, por ejemplo, “20” en la primera fila para indicar 20% del tiempo de la educación inicial utilizado en contenido general de[r]

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