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Journal articles on the topic 'Physics Teacher'

Author: Grafiati

Published: 4 June 2021

Last updated: 25 July 2025

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1

KIM, Min-Seong. "Physics Teacher Agency for Physics Education." Physics and High Technology 32, no. 10 (2023): 11–14. http://dx.doi.org/10.3938/phit.32.026.

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In the field of middle and high school physics education, teachers must succeed in both “physics education” and “physics as education.” This is because the school classroom is not just a time for learning physics, but also a time for connecting physics to students’ lives “Right here Right now” as an education. Physics teachers are actively interpreting and reconstructing the field with students who change rapidly in society and creating the context of physics education. In this personal and social context, teacher agency is exerted.1) Teacher agency is not just the personal ability of individu

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Asikainen, Mervi A., and Pekka E. Hirvonen. "Finnish Cooperating Physics Teachers’ Conceptions of Physics Teachers’ Teacher Knowledge." Journal of Science Teacher Education 21, no. 4 (2010): 431–50. http://dx.doi.org/10.1007/s10972-010-9187-y.

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., Haibin Sun. "TEACHER KNOWLEDGE STRUCTURE OF PHYSICS TEACHERS." International Journal of Engineering Applied Sciences and Technology 4, no. 3 (2019): 55–61. http://dx.doi.org/10.33564/ijeast.2019.v04i03.007.

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Kim, Hong-Jeong, and Sungmin Im. "Pre-service Physics Teachers’ Beliefs about Learning Physics and Their Learning Achievement in Physics." Asia-Pacific Science Education 7, no. 2 (2021): 500–521. http://dx.doi.org/10.1163/23641177-bja10038.

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Abstract This study investigates pre-service teachers’ beliefs about learning physics and explores how beliefs correlate with learning achievement as evidenced by conceptual understanding and grades in a year-long physics course. To investigate beliefs about learning physics, 14 second-year pre-service teachers in a teacher training program in South Korea completed a Likert-style questionnaire called the Beliefs About Learning Physics Survey (BAPS). To measure learning achievement, final grades for the physic course were obtained and the Force Concept Inventory (FCI) was used to assess concept

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Larsson, Johanna, John Airey, Anna T. Danielsson, and Eva Lundqvist. "A Fragmented Training Environment: Discourse Models in the Talk of Physics Teacher Educators." Research in Science Education 50, no. 6 (2018): 2559–85. http://dx.doi.org/10.1007/s11165-018-9793-9.

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AbstractThis article reports the results of an empirical study exploring the discourses of physics teacher educators. We ask how the expressed understandings of a physics teacher education programme in the talk of teacher educators potentially support the identity construction of new teachers. Nine teacher educators from different sections of a physics teacher programme in Sweden were interviewed. The concept of discourse models was used to operationalise how the discourses of the teacher education programme potentially enable the performance of different physics teacher identities. The analys

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Cottle, Daniel. "Harnessing the potential of recently retired physics teachers to mentor new physics teachers." Physics Education 57, no. 1 (2021): 015020. http://dx.doi.org/10.1088/1361-6552/ac3931.

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Abstract Three new physics teachers graduating from a university provider of initial teacher education in England were paired with a recently retired physics subject specialist teacher in order to provide informal mentoring during their first year of teaching. The aim of this was to explore if a mentoring intervention of this kind could support teacher knowledge growth of the new physics teachers and influence their retention in the teaching profession. Qualitative data from the study suggests that substantive content of the mentoring discussions that took place addressed issues of general ped

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Mohamad Nasri, Nurfaradilla, Nurfarahin Nasri, and Mohamad Asyraf Abd Talib. "PHYSICS TEACHERS’ PERCEPTIONS ON SUSTAINABLE PHYSICS EDUCATION." Journal of Baltic Science Education 19, no. 4 (2020): 569–82. http://dx.doi.org/10.33225/jbse/20.19.569.

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The United Nation 2030 Agenda for Sustainable Development advocates teachers as the key in, and for, sustainable development. Surprisingly, while physics teachers have long been recognized as important agents in equipping students with necessary physics knowledge and scientific inquiry skills, nonetheless less attention is paid to explore physics teachers’ perceptions on sustainable physics education (SPE). The absence of robust research that explores physics teachers’ perceptions to SPE has informed this research. A total of 248 Malaysian physics teachers were involved in a survey consisting

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Graham, Andrew. "The Physics Teacher." Physics Teacher 39, no. 9 (2001): 559. http://dx.doi.org/10.1119/1.1482568.

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Thomsen, Volker B. E. "The Physics Teacher." Journal of Chemical Education 76, no. 8 (1999): 1053. http://dx.doi.org/10.1021/ed076p1053.

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Clark, Roy W. "The Physics Teacher." Journal of Chemical Education 76, no. 9 (1999): 1180. http://dx.doi.org/10.1021/ed076p1180.

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Thomsen, Volker B. E. "The Physics Teacher." Journal of Chemical Education 76, no. 1 (1999): 18. http://dx.doi.org/10.1021/ed076p18.

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Thomsen, Volker B. E. "The Physics Teacher." Journal of Chemical Education 74, no. 8 (1997): 897. http://dx.doi.org/10.1021/ed074p897.

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Thomsen, Volker B. E. "The Physics Teacher." Journal of Chemical Education 75, no. 4 (1998): 404. http://dx.doi.org/10.1021/ed075p404.

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Burk, John, and Josh Gates. "Physics Teacher Camp." Physics Teacher 49, no. 7 (2011): 459. http://dx.doi.org/10.1119/1.3639166.

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15

Buabeng, Isaac, Lindsey Conner, and David Winter. "Physics Teachers’ Views on their Initial Teacher Education." Australian Journal of Teacher Education 41, no. 7 (2016): 36–55. http://dx.doi.org/10.14221/.v2016n41.3.

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Buabeng, Isaac, Lindsey Conner, and David Winter. "Physics Teachers’ Views on their Initial Teacher Education." Australian Journal of Teacher Education 41, no. 7 (2016): 36–55. http://dx.doi.org/10.14221/ajte.2016v41n7.3.

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17

Sagimbayeva, Aizhan, Madina Samikova, Zhanar Zhaxibayeva, Akmaral Berdalieva, and Aigerim Bekbenova. "Models for establishing subject-specific competencies for chemistry teachers." Scientific Herald of Uzhhorod University Series Physics, no. 55 (January 30, 2024): 317–25. http://dx.doi.org/10.54919/physics/55.2024.31mt7.

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Relevance. The teacher is the main component of the learning process in the school, determining students' academic success so that students can develop their potential under the teacher's guidance. When implementing learning, the teacher should be able to create a learning environment that is supportive and engaging to guide learners towards the optimal accomplishment of their learning objectives. Purpose. Purpose of the study: to explore and describe models of subject competence development for chemistry teachers. Methodology. A systematic review can be explained as a research method and proc

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Adegoke, Adesina Benson, and Titilayo Adeoye Ajadi. "Structural Modeling of Teacher Characteristics, Skills in Teaching, and Students’ Achievement in Secondary School Physics." Journal of Studies in Education 6, no. 2 (2016): 81. http://dx.doi.org/10.5296/jse.v6i2.8932.

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<p>In this paper, the author examined the relationships between teacher characteristics and teacher teaching skills and the concomitant effects of the relationships on senior secondary school students’ achievement in Physics. It was hypothesized that teachers who were well qualified (that is read physics/mathematics and education in universities) and has considerable years of teaching experience would demonstrate appropriate teaching skills as measured by good lesson preparation, lesson presentation and evaluation of the objectives of the lesson. It was further hypothesized that demonstr

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Connie, Connie, and Arieldo Meizul Zuki. "THE INFLUENCE OF INNOVATIVENESS ON THE WORK PERFORMANCE OF PHYSICS TEACHER IN THE STATE SENIOR HIGH SCHOOL AT BENGKULU PROVINCE." International Journal of Educational Management and Innovation 1, no. 3 (2020): 218. http://dx.doi.org/10.12928/ijemi.v1i3.1835.

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The objective of this research was to analyze the influence of the innovativeness of physics teachers on the work performance of physics teachers in the state senior high school at Bengkulu province. This research was conducted by surveying physics teachers in the state high school at Bengkulu province with a sample of 90 teachers of physics, were selected by using a simple random sampling technique. Data has been analyzing by using the “path analysis method” with Microsoft Excel and SPSS 17 as research’s computing tools. The results concluded that there is a direct, positive, and significant

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A. M., Bawan,, Kamgba, A. F., and Obi, D. O. "Refocusing the Teaching of Physics for the Technological Development of Nigeria." British Journal of Education, Learning and Development Psychology 7, no. 3 (2024): 14–20. http://dx.doi.org/10.52589/bjeldp-raj4ekc5.

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The paper discusses the current condition of physics education in Nigerian secondary schools, and the challenges of teaching and learning physics in the country towards enhancing development in technology and further highlights some of the prospects of physics teacher education reform for Nigerian technology development. It also discusses the way forward to the current challenges for physics teacher education in Nigeria. Based on this, recommendations were made on the key reform issues; the use of innovative teaching methods in teaching Physics by physics teachers should be encouraged, governm

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Leinonen, Risto, Markku Haaranen, Mikko Kesonen, Mika Koponen, Pekka E. Hirvonen, and Mervi A. Asikainen. "Finnish graduated physics teachers’ views about their teacher education program – The disparity between the needs and delivery." Journal of Technology and Science Education 10, no. 1 (2020): 101. http://dx.doi.org/10.3926/jotse.820.

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In this article, graduated physics teachers’ views about their teacher education program and professional needs are evaluated. With respect to teacher knowledge, Physical Knowledge for Teaching (PKT) framework consisting of six domains related to content knowledge and pedagogical content knowledge was developed based on the framework of Mathematical Knowledge for Teaching. PKT was utilized in the design of a Likert scale instrument that aims to discover teachers’ views concerning these six domains from two separate viewpoints: to what extent the domains were covered in their teacher education

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Tukamuhabwa, Evaristo, Bashir Kishabale, and Grace Lubaale. "Influence of School Environment on Physics Teacher Effectiveness in Kigezi Sub-Region, Uganda." East African Journal of Education Studies 7, no. 1 (2024): 1–16. http://dx.doi.org/10.37284/eajes.7.1.1692.

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This study investigated the influence of school environment on physics teacher effectiveness in secondary schools in Kigezi Sub-region, Uganda. The focus of the study was to establish the influence of administrative support on physics teacher effectiveness; to establish the influence of collegiality of teachers on physics teacher effectiveness and to find out the influence of professional development like workshops, seminars on physics teacher effectiveness. This study employed both quantitative and qualitative techniques to collect and sequentially analyse the data. The study adopted a mixed

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Matemba, Godlove Barikiel. "Influence of School Environment on Physics Teacher Effectiveness in Kigezi Sub-Region, Uganda." East African Journal of Education Studies 7, no. 1 (2024): 28–38. http://dx.doi.org/10.37284/eajes.7.1.1686.

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This study investigated the influence of school environment on physics teacher effectiveness in secondary schools in Kigezi Sub-region, Uganda. The focus of the study was to establish the influence of administrative support on physics teacher effectiveness; to establish the influence of collegiality of teachers on physics teacher effectiveness and to find out the influence of professional development like workshops, seminars on physics teacher effectiveness. This study employed both quantitative and qualitative techniques to collect and sequentially analyse the data. The study adopted a mixed

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Abisheva, Mariyam, Nina Stukalenko, Zhadyra Yermekova, Saule Damekova, and Nurgul Nurmukhanbetova. "Development of professional competence of future mathematics teachers in the HEI educational process." Scientific Herald of Uzhhorod University Series Physics, no. 56 (March 14, 2024): 21–31. http://dx.doi.org/10.54919/physics/56.2024.2akt1.

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Relevance. The importance of this study is due to the evolution of modern education towards excellence and the need to constantly monitor the relationship between teacher�s self-education, knowledge culture, professional training and social requirements. For that reason, it is important to use modern approaches and methods to prepare a mathematics teacher. Purpose. The purpose of the study is to describe and diagnose the methodological and technical features of teacher training, to determine the level of competence of mathematics teachers in their work, their ability to use self-education tech

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Ayapbergenova, Gulsum, Saniya Nurgaliyeva, Saule Zeinolla, Dinara Tyulyubayeva, and Arsen Tleppaev. "Development of special competencies of future primary school teachers based on the use of the project method." Scientific Herald of Uzhhorod University Series Physics, no. 56 (May 7, 2024): 2055–63. http://dx.doi.org/10.54919/physics/56.2024.205ho5.

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Relevance. The relevance of the study is explained by the fact that the key factor determining the quality and effectiveness of primary school work is undoubtedly a competent teacher. The project method emphasises the considerable role of the future teacher in the changing modern school. The qualities of a good teacher develop competent pedagogical knowledge, which is engaged in the search and development of desirable qualities and traits that should be characteristic of a future teacher when using the project method. The harmonious coexistence of all elements of competencies determines the fu

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Clark, Roy W. "The Physics Teacher: Chemistry and Physics Teachers Have a Lot in Common." Journal of Chemical Education 81, no. 4 (2004): 466. http://dx.doi.org/10.1021/ed081p466.

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Farmer, Stuart. "A Knowledge Framework for Teachers of Physics and Physics Teacher Educators: The Genesis of a Knowledge Framework Based on the Knowledge Quartet." Education Sciences 14, no. 7 (2024): 687. http://dx.doi.org/10.3390/educsci14070687.

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To teach a subject successfully it is necessary to have knowledge of that subject and of pedagogy as it relates to that subject. Based on the observation of teachers teaching mathematics, Rowland and colleagues developed the Knowledge Quartet. Whilst some aspects of the Knowledge Quartet are set in the context of teaching mathematics, much is more generic and applicable to other subjects. In many jurisdictions, the professional standards for teachers do not have any subject-specific content. This paper describes the development of a knowledge framework, primarily based on the Knowledge Quartet

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Azzahra, Sabrilla Almas, and Alma Dias Rahmawati. "PHYSICS TEACHER COMPETENCIES TO DEVELOP EDUCATIONAL LEADERSHIP ROLES." Proceedings of International Conference on Education 2, no. 1 (2024): 129–36. http://dx.doi.org/10.32672/pice.v2i1.1329.

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The challenges of education in the Merdeka Curriculum era direct teachers to be able to develop good educational leadership, so teachers need to have four main competencies, namely pedagogical, personality, social, and professional competencies. The purpose of this study is to explore the importance of Physics teacher competencies in developing educational leadership roles. The study was conducted at SMA N 4 Surakarta using qualitative research methods including, observation, interview, and literature study. Observations and interviews were used to obtain primary data, while a literature study

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Jacobsson, Ebba, Simon Wallenlind, and Ann-Marie Pendrill. "Educational research in physics teacher education: the role of mathematics in physics teaching." Physics Education 59, no. 6 (2024): 065021. http://dx.doi.org/10.1088/1361-6552/ad7d57.

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Abstract Do student teachers benefit from contact with research, as required in our national teacher education curriculum? This paper describes the experiences of two pre-service teachers, who learned about common challenges encountered in the intersection between mathematics and physics. After a literature survey, they decided to try out a few questions with second-year high-school students (age 17). One of the student teachers constructed a pre- and post-test, confirming earlier results that students perform better on computational tasks. The second pre-service teacher included a few additio

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Nurmukhamedova, Zhanara, Dilara Nurbayeva, Bulbul Yerzhenbek, and Diana Nassirova. "Approaches and methodologies for the development of education programmes for natural science subjects teachers." Scientific Herald of Uzhhorod University Series Physics, no. 56 (May 5, 2024): 10–20. http://dx.doi.org/10.54919/physics/56.2024.1gpu0.

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Relevance. This study addresses the need for a new methodological system to meet the current demands of natural science teacher training in schools in Kazakhstan. The effectiveness of this system should align educational objectives with outcomes. Purpose. The aim is to equip future teachers with skills to convey scientific information to pupils of various age groups, introduce methods and teaching configurations to enhance educational activities and apply development methods. Methodology. The study involved theoretical analysis and synthesis of philosophical and educational psychology literatu

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Erceg, Nataša, Patricija Nikolaus, Vesko Nikolaus, and Ivana Poljančić Beljan. "Who Teaches Physics in Croatian Elementary Schools?" Education Sciences 12, no. 7 (2022): 461. http://dx.doi.org/10.3390/educsci12070461.

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The shortage of physics teachers is a global and persistent problem, resulting in the employment of nonprofessionals who cannot teach physics in a student-centered, high-quality and effective manner. This situation has implications for the educational policies of governments, universities, and schools. The aim of this study is to identify whether there is a shortage of elementary school physics teachers in Croatia. This type of survey was conducted for the first time in the country. Based on the online survey, we asked elementary school principals how many employees they have working as physic

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Hansson, Örjan, Kristina Juter, and Andreas Redfors. "On Mathematics and Physics Teaching in Upper-Secondary School." Education Sciences 13, no. 6 (2023): 564. http://dx.doi.org/10.3390/educsci13060564.

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This article reports on physics teaching in upper-secondary school with a focus on communication and relations made between mathematics, theoretical models in physics, and reality. Video data from four physics classrooms in three different teaching contexts, i.e., lessons, problem solving, and lab work, have been analysed by combining two theoretical frameworks: the Ternary Framework and Joint Action Theory in Didactics. Four physics teachers were selected from among a range of teachers who had responded to a web-based questionnaire, representing different teacher profiles from the questionnai

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Lindenfeld, Peter. "The Lonely Physics Teacher." Physics Today 45, no. 7 (1992): 63–64. http://dx.doi.org/10.1063/1.2809737.

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Lincoln, James, William Layton, and Bryn Bishop. "New Physics Teacher Workshops." Physics Teacher 62, no. 7 (2024): 616–17. http://dx.doi.org/10.1119/5.0235655.

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Lincoln, James. "Being a Physics Teacher." Physics Teacher 52, no. 6 (2014): 377. http://dx.doi.org/10.1119/1.4893101.

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Buabeng, Isaac. "Teachers’ perception of their initial preparation in teaching senior high school physics." International Journal of Physics and Chemistry Education 10, no. 4 (2018): 85–95. http://dx.doi.org/10.51724/ijpce.v10i4.67.

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This study investigated New Zealand (NZ) physics teachers’ and physics educators’ views about their Initial Teacher Education (ITE). Specifically, the study explored how well the ITE prepared physics teachers for classroom practice and to become effective teachers. The study employed mixed methods to answer the questions that were formulated to guide the study. The perspectives of the physics teacher educators and physics teachers nationally indicated that the teachers considered themselves not well-prepared in some content areas including electronics, modern physics, and atomic and nuclear ph

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Munfaridah, Nuril, and Martin Goedhart. "Multiple representations (MR) based instructional approach in support of physics identity and physics teachers' identity development: Design considerations." Momentum: Physics Education Journal 7, no. 1 (2022): 1–16. http://dx.doi.org/10.21067/mpej.v7i1.6982.

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In this paper, we describe the intervention and the context of implementation of a multiple representations (MR)-based instructional approach as a classroom practice in an first-year thermodynamics course for preservice physics teachers at an Indonesian university. We argue that the implementation of this approach will contribute to the enhancement of students’ conceptual understanding and problem-solving skills. By enhancing those two aspects, we intend to contribute to their development of physics identity and physics teacher identity. We illustrate how this MR approach is applied in the cla

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Holubova, Renata. "Project-Based Physics – Physics Teacher Training Course." International Journal of Learning: Annual Review 15, no. 8 (2008): 253–64. http://dx.doi.org/10.18848/1447-9494/cgp/v15i08/45893.

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Penkina, Sona, Aibek Kuldybayev, Zaini Koksheyeva, Rodion Dzhamaletdin, and Gulfiya Eskaiyrova. "Professional competencies of teachers in the new educational paradigm: Problems and opportunities." Scientific Herald of Uzhhorod University Series Physics, no. 56 (June 11, 2024): 2746–56. http://dx.doi.org/10.54919/physics/56.2024.274jf6.

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Relevance. This research article explores the importance of professional competencies for teachers in Kazakhstan's reformed educational system and examines the role of certification in assessing these competencies. It highlights the need for a deeper analysis of teachers' attitudes towards certification and its effectiveness in improving educational quality. Purpose. The purpose of the study is to determine the effectiveness of the certification process in improving the professional competencies of teachers. Methodology. The methods of analysis and synthesis, the comparison, observation, inter

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Rodrigues, Micaías Andrade, and Agnaldo Arroio. "LESSON STUDY IN PRE-SERVICE PHYSICS TEACHERS’ EDUCATION: A CASE IN BRAZIL." GAMTAMOKSLINIS UGDYMAS / NATURAL SCIENCE EDUCATION 17, no. 2 (2020): 139–52. http://dx.doi.org/10.48127/gu-nse/20.17.139.

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Lesson study (LS) is a teaching improvement process that began in Japan more than 100 years ago. As the LS is still a new approach in the Brazilian context, this paper will discuss how it could be implemented in the pre-service physics teacher training. To accomplish this, a group was created with 6 pre-service teachers who held 11 meetings, which integrated two LS cycles. The data for this research were collected through field notes and materials produced by pre-service physics teachers. The collected data were analyzed by Bardin's content analysis. According to the results obtained, it highl

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Nurhilaliyah and Dalilul Falihin. "IMPLEMENTASI MODEL PEMBELAJARAN FISIKA BERBASIS NILAI-NILAI ISLAM PADA SMA KABUPATEN PANGKEP." REFERENSI ISLAMIKA: Jurnal Studi Islam 2, no. 1 (2024): 67–73. http://dx.doi.org/10.61220/ri.v2i1.007.

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The Community Partnership Program (PKM) is implemented in Pangkep Regency - South Sulawesi Province. This was motivated by several Mitra problems, namely (1) Teachers' limited knowledge in utilizing physics lessons to integrate Islamic values; (2) Limited teacher skills in providing examples and examples of physics material based on Islamic values; (3) The need for teachers to prepare themselves in making flexible learning plans in integrating physics lessons with Islamic values. So, the aim of this activity is to resolve the Partner's problem. The methods used are counseling and teaching, dis

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Vizcaino-Arevalo, Diego Fabián, and Eduardo Adolfo Terrazán. "Meanings of physics mathematization in pre-service physics teachers." Revista Lasallista de Investigación 17, no. 1 (2020): 358–70. http://dx.doi.org/10.22507/rli.v17n1a8.

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Introduction. Physics teaching practice is permeated by the meaning that teachers constructed about the relationship between mathematics and physics, but this relationship often goes unnoticed by the teacher himself, because of their education where it is traditionally thoughtlessly assumed that “mathematics is the physics language.” Objective. In this work, we contribute to the comprehension of how modifying this reality in teacher training. To this end, we conducted a study on how is understanding physics and mathematics relationships by preservice teachers. Materials and methods. Data colle

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Kismetov, Kuanysh, and Raushan Kuanshalieva. "Development of vocal and performing abilities of future music teachers." Scientific Herald of Uzhhorod University Series Physics, no. 56 (March 8, 2024): 1454–63. http://dx.doi.org/10.54919/physics/56.2024.145dj4.

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Relevance. The crisis in music education threatens the quality of teaching, highlighting the need to enhance teachers' vocal skills to attract more students to music. Purpose. This study aimed to investigate the impact of developing vocal-performance skills on the professional training of future music teachers in Kazakhstan. Methodology. Various research methods were employed, including analysis of existing educational programs and teaching materials, comparative analysis with international practices of vocal training, study of available resources, and comparison of research results with forei

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Mukhanbetzhanova, Ardak, Dinara Omarova, Kymbat Temirkhanova, Gulyaim Tursunbekova, and Tangsholpan Sattar. "Development of spiritual values of teachers of preschool institutions upon the professional training." Scientific Herald of Uzhhorod University Series Physics, no. 55 (January 21, 2024): 2701–9. http://dx.doi.org/10.54919/physics/55.2024.270kh1.

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Relevance. The relevance of the research is the need to create conditions for the spiritual and moral education of the younger generation as one of the priorities of the development of modern society in Kazakhstan. In the new conditions, the problem of the formation of the spiritual and moral culture of future teachers of preschool institutions becomes particularly relevant, the effective solution of which is associated with the transformation of the educational process of the university, the most dynamically influencing factor on the personality of the future teacher, which establishes a link

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Boranbayeva, Aktolkyn, Barshagul Kassimbekova, Malika Karatayeva, Kamalbek Berkimbayev, and Nuraim Ibragimova. "Teacher self-education as a basis for enhancing professional skills." Scientific Herald of Uzhhorod University Series Physics, no. 56 (December 19, 2023): 1925–35. http://dx.doi.org/10.54919/physics/56.2024.192cp5.

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Relevance. The research is relevant as it explores the impact and methods of teacher self-education in Kazakhstan, highlighting its importance in enhancing professional skills and adapting to evolving educational demands. Purpose. The purpose of this study was to explore how teacher self-education develops in Kazakhstan and what results can be accomplished. Methodology. The study was based on theoretical methods, in particular an analysis of the scientific literature on the issue in question. A diagnostic method - a survey - was also used. Results. The study has identified that the motivation

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Sulaeman, Nurul Fitriyah, Atin Nuryadin, Shelly Efwinda, et al. "Preservice Physics Teacher Views on Scientist's Role in Physics Teaching and Learning." Berkala Ilmiah Pendidikan Fisika 12, no. 1 (2024): 84. http://dx.doi.org/10.20527/bipf.v12i1.16961.

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This qualitative study explores how preservice physics teachers think about the role that scientists play in the teaching and learning of physics. Our participants were 33 preservice physics teachers in their first year participating in a scientist partnership program through online meetings. Participants' responses were collected through an essay questionnaire, and the result was analyzed with co-occurrence network analysis. Our research shows that preservice physics teachers have a positive perspective on scientists. The primary role of a scientist is related to a person with sufficient know

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Zhou, Yan, and Nurbubu Asipova. "Professional training of teachers in Kyrgyzstan at the current stage." Scientific Herald of Uzhhorod University Series Physics 2024, no. 55 (2024): 2383–92. http://dx.doi.org/10.54919/physics/55.2024.238pt3.

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Relevance. In recent years, professional pedagogical education in Kyrgyzstan has undergone a series of changes. The dissolution of the Soviet Union brought alterations in the educational systems that existed in former Soviet republics. The relevance of this article lies in the need to analyse the establishment and evolution of pedagogical education in the country�s higher educational institutions.Purpose. The objective of the study is to define the concept of professional teacher training at the current stage, as well as methods to enhance their qualifications.Methodology. The following method

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Sulaeman, Nurul, Shelly Efwinda, and Pramudya Dwi Aristya Putra. "Teacher readiness in STEM education: Voices of Indonesian Physics teachers." Journal of Technology and Science Education 12, no. 1 (2022): 68. http://dx.doi.org/10.3926/jotse.1191.

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STEM (science, technology, engineering, mathematics) education is widespread around the globe, with various theoretical frameworks and challenges from practical perspectives. In classroom practice, teacher readiness to conduct STEM learning is essential for its successful implementation. This study explores physics teachers’ readiness for STEM education using the Alignment, Capabilities, Engagement, or ACE, framework. Data collection is based on 101 teachers’ responses to six open-ended questions. Interestingly, all the teachers showed strong alignment with STEM education and how to implement

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Antonova, Nadezhda A., and Vitaly S. Tsilitsky. "Organization of the Work of the School Physics Room within the Framework of the Research Practice of Future Physics Teachers." Journal of Pedagogical Innovations, no. 3 (September 10, 2024): 93–103. http://dx.doi.org/10.15293/1812-9463.2403.08.

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Introduction. The authors investigate the problem of professional training of a future physics teacher. The organization of scientific and research training of a future physics teacher requires taking into account the peculiarities of methodological work in the school physics classroom. Methodology. This study reflects the methodological and technological foundations of the scientific and research training of future physics teachers within the framework of the organization and functioning of the school physics room in an educational organization. The article presents the essential characterist

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Winkler, Bianca, Joaquin Veith, and Philipp Bitzenbauer*. "Classical Mechanics Key Topics in Physics Teacher Education: Results of an Exploratory Mind Map Study." European Journal of Educational Research 12, no. 3 (2023): 1247–55. http://dx.doi.org/10.12973/eu-jer.12.3.1247.

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<p style="text-align: justify;">Although the central role of classical mechanics in physics teacher education is undisputed, divergent interests and perspectives from different disciplinary cultures might exist when thinking about how to best support pre-service teachers' professional development. In this article, we report the results of an exploratory mind map study to investigate which classical mechanics topics are regarded essential for physics teacher education according to N = 29 experts from different physics disciplines. The participants’ mind maps were analyzed using a category

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