자연주의적 탐구조사(Naturalistic Inquiry)

Introduction 1. Woman's Place in Man's Life Cycle 2. Images of Relationship 3. Concepts of Self and Morality 4. Crisis and Transition 5. Women's Rights and Women's Judgment 6. Visions of Maturity References Index of Study Participants General Index

In a Different Voice. Psychological Theory and Women’s Development. Cambridge, MA (Harvard University Press) 1982.

Men and Women of the Corporation

Symposium Review: 25th Anniversary of Moral Boundaries by Joan Tronto

Changes in teacher efficacy during the early years of teaching: A comparison of four measures

Teacher induction and elementary science teaching: enhancing self-efficacy

Pedagogical content knowledge (PCK) is a much debated and studied construct. In this article, we adopt an all-embracing view of PCK to examine the development of one elementary science teacher's knowledge over a 10-year period. We portray this teacher's knowledge at three critical points in her career—as a student teacher, beginning teacher, and established teacher—and represent and analyze the growth of her science PCK using the metaphor of a knowledge tree. The tree metaphor shows that while science knowledge begins as the major branch of science PCK, it is soon overshadowed by the general teaching and interactive knowledge branches of science PCK; however, taken together, all three branches contribute over time to the formation of a healthy, established tree of science PCK. © 2005 Wiley Periodicals, Inc. J Res Sci Teach 42: 767–790, 2005

Growing the tree of teacher knowledge: Ten years of learning to teach elementary science

This article reports findings from a research project on the early career path of a group of male elementary school teachers. Issues of caring for children and disparities between how male and female teachers are permitted to relate to their elementary-age students are explored. In the preservice situation, the participants experienced tensions between how they, as male teachers, would naturally be inclined to show care toward students and the limitations that they felt were imposed on them by societal concerns about issues of child protection. During their 1st year of teaching, some of these frustrations endured, but participants found different and more acceptable ways of showing care. These ways of showing care can be described as being located on a professional rather than a parental end of a continuum of caring.

Caring and Elementary Teaching: The Concerns of Male Beginning Teachers

Research investigating science teaching efficacy was conducted in 1 Australian university. A sample of 314 elementary preservice teachers responded to the Science Teaching Efficacy Belief Instrument (STEBI; L. G. Enochs & I. M. Riggs, 1990), which assesses 2 teaching efficacy dimensions: Personal Science Teaching Efficacy Beliefs (PSTEB) and Science Teaching Outcome Expectancy (STOE). Confirmatory factor analysis substantiated this 2-factor structure. The use of this instrument revealed that the completion of 2 science teaching subjects within the preservice program had a significant effect on the PSTEB, but not the STOE. Similarly, the number of high school science subjects studied by these elementary preservice teachers had a significant effect on PSTEB, but not STOE. However, neither gender nor the particular high school science subjects studied by these elementary preservice teachers had a significant effect on either the PSTEB or the STOE.

Assessment of Science Teaching Efficacy of Preservice Teachers in an Australian University

This Australian study describes the experiences of five mature-age preservice teachers in a semester unit of science education. The unit was designed to help teachers examine and make explicit their ideas about science and science teaching and consider ways in which they might put those ideas into practice. The preservice teachers expressed a need for a supportive learning environment in which concepts were built gradually and introduced using concrete examples. Previous science experience was found to be a major influence on the attitudes the participants brought to the present course. Changing attitudes to science during the preservice experience is seen as an important step in breaking the cycle of the impoverished state of elementary science.

Judith Mulholland

Papers

Teacher induction and elementary science teaching: enhancing self-efficacy

Growing the tree of teacher knowledge: Ten years of learning to teach elementary science

Caring and Elementary Teaching: The Concerns of Male Beginning Teachers

Assessment of Science Teaching Efficacy of Preservice Teachers in an Australian University

Breaking the Cycle: Preparing Elementary Teachers to Teach Science.