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Organizing physics teacher professional education around productive habit development: A way to meet reform challenges
Graduate School of Education, Rutgers University, New Brunswick, New Jersey 08904, USA..
Uppsala University, Disciplinary Domain of Science and Technology, Physics, Department of Physics and Astronomy, Physics Didactics. (Division of Physics Education Research)ORCID iD: 0000-0002-9185-628X
Department of Physics, California Polytechnic State University, San Luis Obispo, California 93407, USA..
2017 (English)In: Physical Review Special Topics : Physics Education Research, ISSN 1554-9178, E-ISSN 1554-9178, Vol. 13, no 1, article id 010107Article in journal (Refereed) Published
Abstract [en]

Extant literature on teacher preparation suggests that preservice teachers learn best when they are immersed in a community that allows them to develop dispositions, knowledge, and practical skills and share with the community a strong vision of what good teaching entails. However, even if the requisite dispositions, knowledge, and skills in pursuing the shared vision of good teaching are developed, the professional demands on a teacher’s time are so great out of, and so complex during class time that if every decision requires multiple considerations and deliberations with oneself, the productive decisions might not materialize. We argue that the link between intentional decision making and actual teaching practice are teacher’s habits (spontaneous responses to situational cues). Teachers unavoidably develop habits with practical experience and under the influence of knowledge and belief structures that in many ways condition the responses of teachers in their practical work. To steer new teachers away from developing unproductive habits directed towards “survival” instead of student learning, we propose that teacher preparation programs (e.g., in physics) strive to develop in preservice teachers strong habits of mind and practice that will serve as an underlying support structure for beginning teachers. We provide examples of physics teacher habits that are to be developed during the program, propose mechanisms for the development of such habits, and outline possible future research agendas around habits.

Place, publisher, year, edition, pages
2017. Vol. 13, no 1, article id 010107
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Other Physics Topics
Research subject
Physics with specialization in Physics Education
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URN: urn:nbn:se:uu:diva-314985DOI: 10.1103/PhysRevPhysEducRes.13.010107ISI: 000393405800001OAI: oai:DiVA.org:uu-314985DiVA, id: diva2:1072451
Available from: 2017-02-07 Created: 2017-02-07 Last updated: 2017-11-29Bibliographically approved

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