The challenge of involvement in reflective teaching: Three case

The challenge of involvement in reflective teaching:
Three case studies from a teacher education project on
conducting classroom discussions on socio-scientific
issues
Wolfensberger B., Piniel J., Canella C., Kyburz-Graber R.
Institute of Upper Secondary and Vocational Education, University of Zürich, Beckenhofstrasse 35, CH8006 Zürich, Switzerland
Abstract: The purpose of this qualitative study was to learn more about how teachers deal with a reflective
teaching approach aimed at developing their competencies in analysing and facilitating classroom
discussions on socio-scientific issues. Three cases of teachers' journeys through the project are reconstructed
and characterised. We posit that each teacher benefited from the project according to his or her individual
situation, needs and learning style. A number of modifications to the project design are proposed and can be
summarised by the idea of assisting teachers more closely and more individually as they pass through the
reflective teaching process. © 2009 Elsevier Ltd. All rights reserved.
Author Keywords: Discussion (teaching technique); Natural sciences; Professional development; Reflective
teaching; Socio-scientific issues; Teacher education
Year: 2010
Source title: Teaching and Teacher Education
Volume: 26
Issue: 3
Page : 714-721
Link: Scorpus Link
Document Type: Article
Source: Scopus
Authors with affiliations:
1. Wolfensberger, B., Institute of Upper Secondary and Vocational Education, University of Zürich, Beckenhofstrasse 35, CH8006 Zürich, Switzerland
2. Piniel, J., Institute of Upper Secondary and Vocational Education, University of Zürich, Beckenhofstrasse 35, CH-8006
Zürich, Switzerland
3. Canella, C., Institute of Upper Secondary and Vocational Education, University of Zürich, Beckenhofstrasse 35, CH-8006
Zürich, Switzerland
4. Kyburz-Graber, R., Institute of Upper Secondary and Vocational Education, University of Zürich, Beckenhofstrasse 35, CH8006 Zürich, Switzerland
References:
1.
Altrichter, H., Feldman, A., Posch, P., Somekh, B., (2008) Teachers investigate their work: An introduction to action
research across the professions. 2nd ed., , Routledge, London
2.
Argyris, C., Schön, D.A., (1974) Theory in practice: Increasing professional effectiveness, , Jossey-Bass, San Francisco
3.
Calderhead, J., Reflective teaching and teacher education (1989) Teaching and Teacher Education, 5 (1), pp. 43-51
4.
Carr, W., Kemmis, S., (1986) Becoming critical: Education, knowledge and action research, , Deakin University Press,
Geelong
5.
Dewey, J., (1933) How we think, , D.C. Heath, Boston
6.
Dubs, R., Reflective teaching: eine neue Form des Lehrerverhaltenstrainings (1981) Zeitschrift für Berufs- und
Wirtschaftspädagogik, 77 (10), pp. 723-734
7.
Erduran, S., Simon, S., Osborne, J., TAPping into argumentation: developments in the application of Toulmin's argument
pattern for studying science discourse (2004) Science Education, 88 (6), pp. 915-933
8.
Forneck, H.J., Schriever, F., (2001) Die individualisierte Profession: Belastungen im Lehrerberuf, , h.e.p, Bern
9.
Glaser, B.G., Strauss, A.L., (1967) The discovery of grounded theory: Strategies for qualitative research, , de Gruyter, New
York
10. (2002) Scientific literacy: Der Beitrag der Naturwissenschaften zur Allgemeinen Bildung, , Gräber W., Nentwig P., Koballa
T., and Evans R. (Eds), Leske + Budrich, Opladen
11. Hurd, P.D., Science literacy: its meaning for American schools (1958) Educational Leadership, 16 (1), pp. 13-16
12. Jay, J.K., Johnson, K.L., Capturing complexity: a typology of reflective practice for teacher education (2002) Teaching and
Teacher Education, 18 (1), pp. 73-85
13. Kimball, M.E., Understanding the nature of science: a comparison of scientists and science teachers (1967) Journal of
Research in Science Teaching, 5, pp. 110-120
14. Kolstø, S.D., Scientific literacy for citizenship: tools for dealing with the science dimension of controversial socioscientific
issues (2001) Science Education, 85 (3), pp. 291-310
15. Kyburz-Graber, R., Environmental education as critical education: how teachers and students handle the challenge (1999)
Cambridge Journal of Education, 29 (3), pp. 415-432
16. Kyburz-Graber, R., Hofer, K., Wolfensberger, B., Studies on a socio-ecological approach to environmental education: a
contribution to a critical position in the education for sustainable development discourse (2006) Environmental Education
Research, 12 (1), pp. 101-114
17. Kyburz-Graber, R., Rigendinger, L., Hirsch Hadorn, G., Werner Zentner, K., A socio-ecological approach to interdisciplinary
environmental education in senior high schools (1997) Environmental Education Research, 3 (1), pp. 17-28
18. Laugksch, R., Scientific literacy: a conceptual overview (2000) Science Education, 84 (1), pp. 71-94
19. Lee, H.-J., Understanding and assessing preservice teachers' reflective thinking (2005) Teaching and Teacher Education, 21
(6), pp. 699-715
20. Lincoln, Y.S., Guba, E.G., (1985) Naturalistic inquiry, , Sage, Beverly Hills
21. Meichtry, Y.J., The impact of science curricula on student views about the nature of science (1993) Journal of Research in
Science Teaching, 30 (5), pp. 429-443
22. Organisation for Economic Co-operation and Development, (2006) Assessing scientific, reading and mathematical literacy:
A framework for PISA 2006, , OECD, Paris
23. Orland-Barak, L., Yinon, H., When theory meets practice: what student teachers learn from guided reflection on their own
classroom discourse (2007) Teaching and Teacher Education, 23 (6), pp. 957-969
24. Osborne, J., Erduran, S., Simon, S., Enhancing the quality of argumentation in school science (2004) Journal of Research in
Science Teaching, 41 (10), pp. 994-1020
25. Sadler, T.D., Zeidler, D.L., Student conceptualizations of the nature of science in response to a socioscientific issue (2004)
International Journal of Science Education, 26 (4), pp. 387-409
26. Sadler, T.D., Zeidler, D.L., Patterns of informal reasoning in the context of socioscientific decision making (2005) Journal of
Research in Science Teaching, 42 (1), pp. 112-138
27. Schön, D.A., (1983) The reflective practitioner: How professionals think in action, , Basic Books, New York
28. Schön, D.A., (1987) Educating the reflective Practitioner: Toward a new design for teaching and learning in the professions, ,
Jossey-Bass, San Francisco
29. Smith-Sebasto, N.J., Potential guidelines for conducting and reporting environmental education research: qualitative methods
of inquiry (2000) Environmental Education Research, 6 (1), pp. 9-26
30. Staub, F.C., West, L., Bickel, D.D., What is content-focused coaching? (2003) Content-Focused coaching: Transforming
mathematics lessons, pp. 1-17. , West L., and Staub F.C. (Eds), Heinemann, Portsmouth, NH
31. Stevenson, R.B., Constructing knowledge of educational practices from case studies (2004) Environmental Education
Research, 10 (1), pp. 39-51
32. Toulmin, S., (1958) The uses of argument, , Cambridge University Press, New York
33. Villar, L., Reflective teaching (1995) International Encyclopedia of teaching and teacher education. 2nd ed., pp. 178-183. ,
Anderson L. (Ed), Pergamon, New York
34. Wolfensberger, B., (2008) Über Natur, Wissenschaft und Gesellschaft reden: Eine empirisch-qualitative Untersuchung von
Klassengesprächen über Themen im Schnittbereich von Naturwissenschaften, Umwelt und Gesellschaft, , Dissertation,
University of Zürich, Zürich
35. Wolfensberger, B., Hofer, K., Kyburz-Graber, R., Schülerinnen und Schüler debattieren über Biotechnologien - Eine
Fallanalyse von Klassengesprächen über ein Thema im Schnittbereich von Naturwissenschaften und Gesellschaft (2006)
Bildung für eine nachhaltige Entwicklung: Aktuelle Forschungsfelder und -ansätze, pp. 33-49. , Riess W., and Apel H. (Eds),
VS Verlag für Sozialwissenschaften, Wiesbaden
36. Wolfensberger, B., Kyburz-Graber, R., Klassengespräche zu sozio-ökologischen Themen an der Schnittstelle zwischen
Naturwissenschaften und Gesellschaft - Eine Videoanalyse (2005) Bildung für nachhaltige Entwicklung: Ergebnisse
empirischer Untersuchungen, pp. 113-129. , Schrenk M., and Holl-Giese W. (Eds), Kovac, Hamburg
37. Yin, R., (2003) Case study research: Design and methods. 3rd ed., , Sage, Thousand Oaks/London/New Delhi
38. Zeichner, K.M., Liston, D.P., (1996) Reflective teaching: An introduction, , Lawrence Erlbaum, Mahwah

Download Report