Fostering the development of chemistry teacher candidates: a bioecological approach

Lewthwaite, Brian, and Wiebe, Rick (2012) Fostering the development of chemistry teacher candidates: a bioecological approach. Canadian Journal of Mathematics, Science and Technology Education, 12 (1). pp. 36-61.

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Abstract

This ongoing research inquiry investigates through the analysis of teacher candidate experiences the factors influencing two groups of chemistry teacher candidates' development during their extended practica in their second and final year of an after-degree bachelor of education at a university in central Canada. The tenets of Bronfenbrenner's bioecological model provides insight into both the identification of factors influencing chemistry teacher candidate progress and methods for systematically documenting and supporting their reflective consideration of the practicum experience. Furthermore, Bronfenbrenner's suggestion as to what contributes to constructive environments and development, especially pertaining to the construct of proximal processes, is utilized to foster chemistry teacher development. The outcomes of this intervention and ramification of these outcomes for teacher education are presented.

Item ID: 26175
Item Type: Article (Refereed Research - C1)
ISSN: 1492-6156
Date Deposited: 08 Apr 2013 02:46
FoR Codes: 13 EDUCATION > 1302 Curriculum and Pedagogy > 130212 Science, Technology and Engineering Curriculum and Pedagogy @ 100%
SEO Codes: 93 EDUCATION AND TRAINING > 9302 Teaching and Instruction > 930202 Teacher and Instructor Development @ 100%
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