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NGSS and the new role for physics teachers: reflections of preservice physics teachers as windows on the learning, development and enduring of science practices
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Vanier, Marianne. NGSS and the new role for physics teachers: reflections of preservice physics teachers as windows on the learning, development and enduring of science practices. Retrieved from https://doi.org/doi:10.7282/t3-wk83-yd55

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TitleNGSS and the new role for physics teachers: reflections of preservice physics teachers as windows on the learning, development and enduring of science practices
NameVanier, Marianne (author); Etkina, Eugenia (chair); Rutgers University; School of Graduate Studies
Date Created2020
Other Date2020-01 (degree)
SubjectEducation, High school physics, Physics teachers -- Education (Higher), Next Generation Science Standards (Education)
Extent1 online resource (xiv, 197 pages) : illustrations
DescriptionThe Next Generation Science Standards (NGSS) define a different role for the physics teacher. While there is the expectation that preservice physics teachers (PPTs) will enter the profession with the proper and complete set of knowledge and skills to engage classroom communities of students in physics concept construction through immersion in science practices. The results of our study indicate that, when provided with the proper environment and learning opportunities, PPTs can learn, develop and integrate science practices to their teaching practice, and that, even if they were not exposed to such type of learning when they were learning science themselves.

While such positive results do agree with the expectations and requirements from the NGSS, major modifications to the physics teacher preparation program were necessary to reach such point. More specifically, the insertion of the Investigative Science Learning Environment (ISLE) framework through the whole physics teacher preparation program, and a close alignment of the physics education method courses with the various types of early additional teaching experiences throughout the program.

An analysis of the content of the reflections showed that each type of clinical practice (or type of early additional teaching experience) led the PPTs to develop specific science practices, habits of practice, habits of maintenance and improvement and types of noticing, at specific moments of the preparation program. On one hand, the standard and usual student teaching internship in K-12 schools seemed to lead the PPTs to develop certain habits. However, the extensive list of PPTs’ responsibilities and the time restrictions encountered during the few weeks of its duration greatly limited its outcomes. Therefore, different types of clinical practice are needed to allow for the development of each type of habits in ‘sheltered’ environments over a greater time period. Such results emphasize the importance of adding a variety of authentic early additional teaching experiences to the teacher preparation program.
NotePh.D.
NoteIncludes bibliographical references
Genretheses, ETD doctoral
Persistent URLhttps://doi.org/doi:10.7282/t3-wk83-yd55
LanguageEnglish
CollectionSchool of Graduate Studies Electronic Theses and Dissertations
Organization NameRutgers, The State University of New Jersey
RightsThe author owns the copyright to this work.
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