Compare and contrast expectations college professors and teachers have hor their students

Students must he respo,,iLk for their learning. As professors, we can help stu- rc:: I reaU thought I had done this assignment right. He told me, "I aLcuuntable.

Compare and contrast expectations college professors and teachers have hor their students

This paper focuses on a model of teacher change based on a study of a science discipline-based professional education program and on an understanding of teacher change in terms of an agency structure dialectic. Conducted over one year, this study used socio- cultural theory to examine the role of cultural schema and resources in the enactment of new pedagogical structures by two teachers who demonstrated widely variable responses to their experience of a professional chemistry education program.

Hermeneutic and phenomeno- logical methods of study supported the examination of teacher actions and narratives as sources of data.

Diagnostic information:

The analyses of these data sources resulted in greater understanding of the relationship between schema, resources and structure and the relationship between struc- ture and teacher agency.

Structures are dynamic and if a teacher uses a resource such as an inquiry-based instruction protocol without the attendant cultural schema such as the value of questioning then the structure that is implemented will be different from that the teacher experienced in the professional education program.

This understanding supported an explanation of teacher change in terms of teacher agency that constituted our learning from the study and resulted in changes to aspects of the professional education program. He has just placed some water in a beaker on the hot plate to heat and turns to face the videographer.

Ken, if I told you that none of my chemistry classes get a lab what would you say? What would you say? I would say it stinks. And I would go on the record with saying that too.

Is this on tape? I told my administrator, this is not good. Cultural Studies of Science Education 1: Cath, the instructor, has been moving around the labo- ratory space, observing teachers setting up their laboratory activity and being available if they have any questions.

With the chemistry classes I have, no lab. Raised inflection as she asks the question Hugh: Do they have someone who can help you set up in your classroom or can you do something in your classroom?

I could do more [lab] than I do but having three different preps. Hugh is stirring the mixture in the beaker on top of the hotplate Cath: They take away, [pause] the things that would interest kids. The people in this interaction are teachers, instructors, or researchers participating in a professional education program for high school science teachers.

With eight courses in chemistry and two in chemistry education, the program emphasizes learning chemistry content and there is an as- sumption that the program will enable teachers to change their practice.

It is a cultural schema or norm of this chemistry education program that laboratory activities are important to the overall learning of chemistry and of science.

The vignette high- lights the intersection between the goals of a discipline-based professional education, how the participants construct themselves as science teachers, and the contexts in which they work.

This intersection became a major focus for this study as we examined how teachers responded to their teach- ing contexts when enacting the knowledge gained from graduate studies in chemistry and education.

When the teachers in- volved are relatively experienced, this is associated with teacher change. Professional science teacher education provides a field in which profes- sional science educators and science teachers come together to construct professional education.

A field is a site at which resources and cultural schema exist dialectically with cultural and social structures:Full text of "ERIC ED Teaching a "New Canon"?:Students, Teachers, and Texts in the College Literature Classroom." See other formats.

This process underscored Oak teacher expectations of designer immigrant students to also do well in the humanities and English, given their strong academic performance in Math and Science. Compare And Contrast Expectations College Professors And Teachers Have Hor Their Students.

Comparison and Contrast of High School Teachers vs College Professors There are some similarities between high school teachers and college professors but there are many more yunusemremert.comically speaking, both teachers and professors have grading styles and policies, deadlines and due dates .

I have those expectations because you have worked so hard to get where you are now, and because you owe it to those who believed in you to continue to work hard. I also have those expectations because I understand your capabilities, and because you deserve to find fulfillment in this self-sacrificial, awe-inspiring field.

Bad Students, Not Bad - Ebook download as PDF File .pdf), Text File .txt) or read book online. have first asked college professors in his home state about how many of 24 Bad Students, Not Bad Schools learn students are corrupted by their awful environment.

Compare and contrast expectations college professors and teachers have hor their students

The opposite is. (Hugh, Innovation Presentation, Spring ) In contrast to Beth’s perceptions of her students as being capable sci- ence learners despite their challenging life situations and history of school failure, Hugh saw his students through a deficit lens.

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