Does teaching experience matter? Examining biology teachers' prior knowledge for teaching in an alternative certification program
Alternative certification programs (ACPs) have been proposed as a viable way to address teacher shortages, yet we know little about how teacher knowledge develops within such programs. The purpose of this study was to investigate prior knowledge for teaching among students entering an ACP, comparing...
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| Veröffentlicht in: | Journal of research in science teaching 2009-04, Vol.46 (4), p.357-383 |
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| container_title | Journal of research in science teaching |
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| creator | Friedrichsen, Patricia J. Abell, Sandra K. Pareja, Enrique M. Brown, Patrick L. Lankford, Deanna M. Volkmann, Mark J. |
| description | Alternative certification programs (ACPs) have been proposed as a viable way to address teacher shortages, yet we know little about how teacher knowledge develops within such programs. The purpose of this study was to investigate prior knowledge for teaching among students entering an ACP, comparing individuals with teaching experience to those lacking teaching experience. Of the four participants seeking secondary biology teaching certification, two participants had 2 years of prior biology teaching experience. We used the Lesson Preparation Method as a data collection tool, asking participants to create lesson plans to teach the concept of heritable variation. Primary data sources were the lesson plans and follow‐up interview transcripts. Prior teaching experience made little difference as both groups held didactic teaching orientations and wrote similar lesson plans. Both groups drew on general pedagogical knowledge (PK), and had little pedagogical content knowledge for teaching heritable variation. Teaching experience did appear to lead to more integration among PK components. The study includes implications for the teacher education, research, and policy. © 2009 Wiley Periodicals, Inc. J Res Sci Teach 46: 357–383, 2009 |
| doi_str_mv | 10.1002/tea.20283 |
| format | Article |
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Examining biology teachers' prior knowledge for teaching in an alternative certification program</title><source>Applied Social Sciences Index & Abstracts (ASSIA)</source><source>Wiley Online Library Journals Frontfile Complete</source><creator>Friedrichsen, Patricia J. ; Abell, Sandra K. ; Pareja, Enrique M. ; Brown, Patrick L. ; Lankford, Deanna M. ; Volkmann, Mark J.</creator><creatorcontrib>Friedrichsen, Patricia J. ; Abell, Sandra K. ; Pareja, Enrique M. ; Brown, Patrick L. ; Lankford, Deanna M. ; Volkmann, Mark J.</creatorcontrib><description>Alternative certification programs (ACPs) have been proposed as a viable way to address teacher shortages, yet we know little about how teacher knowledge develops within such programs. The purpose of this study was to investigate prior knowledge for teaching among students entering an ACP, comparing individuals with teaching experience to those lacking teaching experience. Of the four participants seeking secondary biology teaching certification, two participants had 2 years of prior biology teaching experience. We used the Lesson Preparation Method as a data collection tool, asking participants to create lesson plans to teach the concept of heritable variation. Primary data sources were the lesson plans and follow‐up interview transcripts. Prior teaching experience made little difference as both groups held didactic teaching orientations and wrote similar lesson plans. Both groups drew on general pedagogical knowledge (PK), and had little pedagogical content knowledge for teaching heritable variation. Teaching experience did appear to lead to more integration among PK components. The study includes implications for the teacher education, research, and policy. © 2009 Wiley Periodicals, Inc. 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Examining biology teachers' prior knowledge for teaching in an alternative certification program</title><title>Journal of research in science teaching</title><addtitle>J. Res. Sci. Teach</addtitle><description>Alternative certification programs (ACPs) have been proposed as a viable way to address teacher shortages, yet we know little about how teacher knowledge develops within such programs. The purpose of this study was to investigate prior knowledge for teaching among students entering an ACP, comparing individuals with teaching experience to those lacking teaching experience. Of the four participants seeking secondary biology teaching certification, two participants had 2 years of prior biology teaching experience. We used the Lesson Preparation Method as a data collection tool, asking participants to create lesson plans to teach the concept of heritable variation. Primary data sources were the lesson plans and follow‐up interview transcripts. Prior teaching experience made little difference as both groups held didactic teaching orientations and wrote similar lesson plans. Both groups drew on general pedagogical knowledge (PK), and had little pedagogical content knowledge for teaching heritable variation. Teaching experience did appear to lead to more integration among PK components. The study includes implications for the teacher education, research, and policy. © 2009 Wiley Periodicals, Inc. J Res Sci Teach 46: 357–383, 2009</description><subject>alternative certification</subject><subject>Alternative Teacher Certification</subject><subject>Beginning Teachers</subject><subject>Biology</subject><subject>Certification</subject><subject>Comparative Analysis</subject><subject>Experienced Teachers</subject><subject>Investigations</subject><subject>Knowledge Base for Teaching</subject><subject>Lesson Plans</subject><subject>Pedagogical Content Knowledge</subject><subject>Prior knowledge</subject><subject>Prior Learning</subject><subject>Professional training</subject><subject>Science Instruction</subject><subject>secondary</subject><subject>Teacher Certification</subject><subject>Teachers</subject><subject>Teaching</subject><subject>Value Judgment</subject><issn>0022-4308</issn><issn>1098-2736</issn><fulltext>true</fulltext><rsrctype>article</rsrctype><creationdate>2009</creationdate><recordtype>article</recordtype><sourceid>7QJ</sourceid><recordid>eNp1kDlPAzEQhS0EEuEo6CncIYoNPvasEAkhHBFQcEg0lteZDYbddbA3JCn55zgspEOyZI3e995oHkIHlHQpIeykAdllhKV8A3UoydKAJTzeRB2vsSDkJN1GO869EUJ4RrMO-jo34LB3qVddTzAspmA11ApwJZsG7CkeLGSl65WYa1OaybKlwbojPLXaWPxem3kJ4wngwk_rLF1j6V_pU2rZ6E_ACmyjC638ZGpvNhMrqz20VcjSwf7vv4seLwYP_ctgdDe86p-NAsVjwgOI87FKizCJKBlTCiqOchbmnMRhlkcx5EXMI8hJGDKmkgjSTGZjKmkkQyWLNOO76KjN9Xs_ZuAaUWmnoCxlDWbmRBKF1G9KEk8et6SyxjkLhfB3VtIuBSVi1bLwN4qflj172LK-NrXmBtepj2LEyyetPNclLP_PEQ-Ds7_AoHVo18Bi7ZD2XcQJTyLxfDsUvZteNnx6uRd9_g1RiZlr</recordid><startdate>200904</startdate><enddate>200904</enddate><creator>Friedrichsen, Patricia J.</creator><creator>Abell, Sandra K.</creator><creator>Pareja, Enrique M.</creator><creator>Brown, Patrick L.</creator><creator>Lankford, Deanna M.</creator><creator>Volkmann, Mark J.</creator><general>Wiley Subscription Services, Inc., A Wiley Company</general><general>John Wiley & Sons, Inc</general><scope>BSCLL</scope><scope>7SW</scope><scope>BJH</scope><scope>BNH</scope><scope>BNI</scope><scope>BNJ</scope><scope>BNO</scope><scope>ERI</scope><scope>PET</scope><scope>REK</scope><scope>WWN</scope><scope>AAYXX</scope><scope>CITATION</scope><scope>7QJ</scope></search><sort><creationdate>200904</creationdate><title>Does teaching experience matter? Examining biology teachers' prior knowledge for teaching in an alternative certification program</title><author>Friedrichsen, Patricia J. ; Abell, Sandra K. ; Pareja, Enrique M. ; Brown, Patrick L. ; Lankford, Deanna M. ; Volkmann, Mark J.</author></sort><facets><frbrtype>5</frbrtype><frbrgroupid>cdi_FETCH-LOGICAL-c3603-e6bdc8f47510d11ec65b24b30649b56ebf635eb04422c75e89a9d1a15a4caf893</frbrgroupid><rsrctype>articles</rsrctype><prefilter>articles</prefilter><language>eng</language><creationdate>2009</creationdate><topic>alternative certification</topic><topic>Alternative Teacher Certification</topic><topic>Beginning Teachers</topic><topic>Biology</topic><topic>Certification</topic><topic>Comparative Analysis</topic><topic>Experienced Teachers</topic><topic>Investigations</topic><topic>Knowledge Base for Teaching</topic><topic>Lesson Plans</topic><topic>Pedagogical Content Knowledge</topic><topic>Prior knowledge</topic><topic>Prior Learning</topic><topic>Professional training</topic><topic>Science Instruction</topic><topic>secondary</topic><topic>Teacher Certification</topic><topic>Teachers</topic><topic>Teaching</topic><topic>Value Judgment</topic><toplevel>peer_reviewed</toplevel><toplevel>online_resources</toplevel><creatorcontrib>Friedrichsen, Patricia J.</creatorcontrib><creatorcontrib>Abell, Sandra K.</creatorcontrib><creatorcontrib>Pareja, Enrique M.</creatorcontrib><creatorcontrib>Brown, Patrick L.</creatorcontrib><creatorcontrib>Lankford, Deanna M.</creatorcontrib><creatorcontrib>Volkmann, Mark J.</creatorcontrib><collection>Istex</collection><collection>ERIC</collection><collection>ERIC (Ovid)</collection><collection>ERIC</collection><collection>ERIC</collection><collection>ERIC (Legacy Platform)</collection><collection>ERIC( SilverPlatter )</collection><collection>ERIC</collection><collection>ERIC PlusText (Legacy Platform)</collection><collection>Education Resources Information Center (ERIC)</collection><collection>ERIC</collection><collection>CrossRef</collection><collection>Applied Social Sciences Index & Abstracts (ASSIA)</collection><jtitle>Journal of research in science teaching</jtitle></facets><delivery><delcategory>Remote Search Resource</delcategory><fulltext>fulltext</fulltext></delivery><addata><au>Friedrichsen, Patricia J.</au><au>Abell, Sandra K.</au><au>Pareja, Enrique M.</au><au>Brown, Patrick L.</au><au>Lankford, Deanna M.</au><au>Volkmann, Mark J.</au><format>journal</format><genre>article</genre><ristype>JOUR</ristype><ericid>EJ836020</ericid><atitle>Does teaching experience matter? 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| source | Applied Social Sciences Index & Abstracts (ASSIA); Wiley Online Library Journals Frontfile Complete |
| subjects | alternative certification Alternative Teacher Certification Beginning Teachers Biology Certification Comparative Analysis Experienced Teachers Investigations Knowledge Base for Teaching Lesson Plans Pedagogical Content Knowledge Prior knowledge Prior Learning Professional training Science Instruction secondary Teacher Certification Teachers Teaching Value Judgment |
| title | Does teaching experience matter? Examining biology teachers' prior knowledge for teaching in an alternative certification program |
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