Graduate Teaching Fellows’ Involvement In Science Classrooms for Enhancing Science Teaching and Learning
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The project of Graduate Teaching Fellows (GTF) at elementary and secondary level of science is an initiative to promote teaching and learning in science classrooms by building up the partnership between GTFs and teachers through collaborations, which was designed by science educators at universities. This study examined the impacts of the GTF project implemented by one of the universities in the United States on science teachers, their students, and GTF themselves. Fifteen GTFs who did individually developed science research at one of the mid-western universities and partner teachers at public schools participated in this study to examine GTFs’ impacts on science teaching and learning in the science classrooms. Survey, questionnaire, and interviews were administered during the GTF project for seven months. Major data were collected while the GTFs were communicating with students and teachers in the classrooms. Each GTF was assigned to one of the public schools and worked for 10 hours a week. The GTF project aligned with the goals of science literacy was successful in having dynamic impact on GTFs, teachers, and students in the classrooms for science teaching and learning. Recommendations by GTFs for better results included: (1) clarifying roles for GTFs and teachers, (2) observing how partner teachers handle discipline issues in the classroom (management skills), (3) having better communication with the project coordinator, and (4) discussing curriculum contents to make teaching comfortable.
Abstract
The project of Graduate Teaching Fellows (GTF) at elementary and secondary level of science is an initiative to promote teaching and learning in science classrooms by building up the partnership between GTFs and teachers through collaborations, which was designed by science educators at universities. This study examined the impacts of the GTF project implemented by one of the universities in the United States on science teachers, their students, and GTF themselves. Fifteen GTFs who did individually developed science research at one of the mid-western universities and partner teachers at public schools participated in this study to examine GTFs’ impacts on science teaching and learning in the science classrooms. Survey, questionnaire, and interviews were administered during the GTF project for seven months. Major data were collected while the GTFs were communicating with students and teachers in the classrooms. Each GTF was assigned to one of the public schools and worked for 10 hours a week. The GTF project aligned with the goals of science literacy was successful in having dynamic impact on GTFs, teachers, and students in the classrooms for science teaching and learning. Recommendations by GTFs for better results included: (1) clarifying roles for GTFs and teachers, (2) observing how partner teachers handle discipline issues in the classroom (management skills), (3) having better communication with the project coordinator, and (4) discussing curriculum contents to make teaching comfortable.
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