Inservice Science Supervisors' Assessments of a Novice Science Teacher's Videotaped Lesson.
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| Title: | Inservice Science Supervisors' Assessments of a Novice Science Teacher's Videotaped Lesson. |
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| Language: | English |
| Authors: | Zuckerman, June Trop |
| Peer Reviewed: | N |
| Page Count: | 32 |
| Publication Date: | 1997 |
| Document Type: | Reports - Research Speeches/Meeting Papers |
| Descriptors: | Academic Standards, Beginning Teachers, Biology, Classroom Techniques, Conventional Instruction, Educational Objectives, Faculty Development, Grade 10, Group Activities, High Schools, Learning Activities, Probationary Period, Science Teachers, Teacher Evaluation, Teacher Supervision, Teaching Methods |
| Geographic Terms: | New York |
| Abstract: | The purpose of this paper is to inform novice science teachers and science teacher educators of the pedagogy that science teacher supervisors value. As expert practitioners, supervisors have a perspective quite different from that of both novice teachers and teacher educators. Nine inservice science teacher supervisors assessed a novice teacher's videotaped lesson on mitosis. Their teaching experience ranged from 5 to 30 years and their supervisory experience ranged from 4 to 16 years. Five supervisors were certified as school administrators while seven had taught high school biology. The supervisors were individually interviewed within one day of viewing the videotape. The supervisors addressed 19 different aspects of the lesson. All valued indirect, activity-centered instructional methods over direct, teacher-centered approaches; small groups as an efficient arrangement for managing activity-centered instruction; classroom routines as an efficient way to effect regular procedures and hold students accountable for meeting expectations; and teachers who could engender cooperation in their students. The supervisors still expected teachers to transmit, albeit indirectly, the body of knowledge specified by an external curricular authority and to evaluate students' attempts to copy that knowledge correctly. Implications for teacher educators are discussed. Contains 25 references. (PVD) |
| Entry Date: | 1997 |
| Accession Number: | ED409166 |
| Database: | ERIC |
| Abstract: | The purpose of this paper is to inform novice science teachers and science teacher educators of the pedagogy that science teacher supervisors value. As expert practitioners, supervisors have a perspective quite different from that of both novice teachers and teacher educators. Nine inservice science teacher supervisors assessed a novice teacher's videotaped lesson on mitosis. Their teaching experience ranged from 5 to 30 years and their supervisory experience ranged from 4 to 16 years. Five supervisors were certified as school administrators while seven had taught high school biology. The supervisors were individually interviewed within one day of viewing the videotape. The supervisors addressed 19 different aspects of the lesson. All valued indirect, activity-centered instructional methods over direct, teacher-centered approaches; small groups as an efficient arrangement for managing activity-centered instruction; classroom routines as an efficient way to effect regular procedures and hold students accountable for meeting expectations; and teachers who could engender cooperation in their students. The supervisors still expected teachers to transmit, albeit indirectly, the body of knowledge specified by an external curricular authority and to evaluate students' attempts to copy that knowledge correctly. Implications for teacher educators are discussed. Contains 25 references. (PVD) |
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