Teacher/Faculty Interviews
Instrument 6: Suggestions Leading
to Action Interviews
Project: Certification and Qualification
Program for Underprepared Secondary Chemistry Teachers
University of Wisconsin, LaCrosse
Funding Source: NSF: Teacher Enhancement (ESIE)
Purpose: To assess the impact of a certification
and qualification program for chemistry teachers
Administered To: Secondary chemistry teachers
who participated in a 4-year masters program specifically
tailored to high school teachers in the state of Wisconsin.
The focus group meetings were conducted at a midwestern university
in the spring.
Topics Covered:
- Attitudes & Beliefs (Teacher/Faculty): students
- Impact on Outcomes: confidence, instructional methods,
integration, professional involvement, teacher attitudes,
usage patterns
- Institutional Context: administration
- Project Evaluation: areas for program improvement,
content, practical value
- Self-Assessment (Teacher/Faculty): collaborative
activities, implementation activities
Format/Length: 21
open-ended questions total
among 4 interviews, distributed as follows: Professional Attitudes
and Beliefs has 5 questions; Content Knowledge has 3; Pedagogy
and Practices has 8; and Leadership has 5 questions. Some
of the interview questions include prompts to aid respondents.
OUR FOCUS: SUGGESTIONS LEADING TO ACTION
Session a
Re: GRO #1 (Professional Attitudes &
eliefs)
1. a. How did the constructivist model
of learning have any impact on your professional beliefs?
{Prompt: For example, the constructivist model requires
the teacher to shift his or her self-perspective from someone
who "teaches" to someone who tries to facilitate learning.
- --shift from teacher-focus to student focus. - teacher
to facilitator}
b. In your opinion, why did constructivism
have no impact?
2. a. How did NSF/CHEM affect your
confidence in teaching chemistry? What are some specific examples?
{Prompt: For example, how has your approach to teaching
been affected?}
b. How did NSF/CHEM affect your confidence
in teaching courses other than chemistry? What are some specific
examples?
{Prompt: For example, how has your approach to teaching
been affected?}
3. How has NSF/CHEM affected your professional
practice?
OUR FOCUS: SUGGESTIONS LEADING TO ACTION
Session b
Re: GRO #2 (Content Knowledge)
1. You are all teaching one chemistry course.
How has the content knowledge gained in NSF/CHEM affected
your teaching? Please give specific examples.
- {Prompt: For example, topics added or a different
slant taken.}
2. What specific courses or content presented
in NSF/CHEM have proven to be of no benefit?
3. What specific chemistry courses or content
improvements would you recommend for a future NSF/CHEM program?
OUR FOCUS: SUGGESTIONS LEADING TO ACTION
Session c
Re: GRO #3 (Pedagogy Knowledge & ractices)
1. How has your teaching approach changed as
a result of NSF/CHEM?
2. Many of you teach other courses. How has your
participation in NSF/CHEM affected your teaching in these
non-chemistry courses?
3. How has NSF/CHEM affected the way you use
classroom resources?
4. As a result of this training, have you implemented,
or tried to implement, an integrated curriculum?
5. a. How has NSF/CHEM influenced
your use of technology in your chemistry classrooms?
{Prompt: Why or Why Not?}
b. How have you used CBL in your
chemistry courses?
{Prompt: Why or Why Not?}
6. From the students' perspective, how have they
benefited from your participation in NSF/CHEM?
7. How has NSF/CHEM affected your beliefs about
how students learn?
OUR FOCUS: SUGGESTIONS LEADING TO ACTION
Session d
Re: GRO #4 (Leadership)
1. How would you define "leadership" as applied
to the classroom teacher?
2. What are your thoughts concerning the leadership
role or focus associated with being a classroom teacher?
3. How has your relationship, or influence with
the school administration been affected by your participation
in NSF/CHEM?
{Prompt: Please consider those with roles in curriculum
design and coordination,
| -- your division chairs, |
-- the front office} |
4. How have you shared ideas/approaches/philosophy
coming from your participation in NSF/CHEM with other teachers?
5. How do you keep in contact with other NSF/CHEM
teachers? If you are in contact, what ideas do you think it
is important to share?
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