Examining elementary science education teachers disposition after reform

The results showed that in-service teachers are aware of the importance of students’ motivation to meaningfully learn and to teach knowledge to stimulate students’ motivation during lessons. They can make a connection between subject and activities and students’ experience. On the other hand, selecting materials relevant and interesting for students is difficult for them. They are not sure how to select useful materials for their lessons indicated by the low mean score in the principle 1 (table 2). Materials are core center of inquiry. Teachers must provide students with opportunities to develop the abilities and understandings of scientific inquiry. The reason this behavior is low might be due to the fact that teachers do not do enough observation of their students in order to learn about them, what they can do, can almost do, or cannot do. If you don’t know your students, you cannot select proper and interesting materials that students like. According to Piaget, teachers have to first know their students, instruct their lessons be around students’ current abilities and then allow students freedom to learn in their own ways under control of teacher (Abd-El-Khalick, & Lederman, 2000; Anderson, 2002; Bybee & Sund, 1990)

Table 2. Principle 1: Knowledge of Subject Matter							Factor Loading
	Mean	SD	D	ND NA	A	SA	F1	F2
P5. I stimulate students’ interests.	4.00	2	4	101	176	125	0.406	0.765
P8. I select material that is relevant for students.	3.68	2	3	145	216	41	0.412	0.678
P13.I select material that is interesting for students.	3.59	2	6	173	206	23	0.366	0.590
P16. I create connections to subject matter that are meaningful to students.	4.34	2	3	27	231	147	0.377	0.602
* α: 0.80, SD: Strongly disagree, D: Disagree, ND NA: Neither Disagree Nor Agree, A: Agree, SA: Strongly agree

Teachers believe they have to use different learning strategies and create warm learning environment in order to teach students, but they are not sure that every student can learn and teachers confuse their needs. Every student is unique, and different students have different needs. Teachers have to understand how children differ in their development and approach to learning. Then, they should be able to adapt strategies and environments to meet specific needs of children. The first duty of teacher is to assess each student’s developmental levels and abilities in all areas and match learning environments and experiences appropriately (Bybee & Sund, 1990). Without such information, a teacher is unaware of students’ learning problems and proper feedback cannot be given to help encourage students in their social and personal development (table 3).

Table 3. Principle 2: Knowledge of Human Development & Learning							Factor Loading
	Mean	SD	D	ND NA	A	SA	F1	F2
S1. I believe a teacher must use a variety of instructional strategies to optimize student learning.	4.45	5	8	28	167	202	0.765	0.386
S6. I believe that all students can learn.	3.10	11	83	156	84	56	0.698	0.422
S8. I believe the classroom environment a teacher creates greatly affects students’ learning and development.	4.21	3	4	89	120	194	0.678	0.394
S12. I understand students have certain needs that must be met before learning can take place.	3.17	10	140	127	84	59	0.588	0.387
S17. I believe it is my job to create a learning environment that is conducive to the development of students’ self-confidence and competence.	4.02	3	3	122	136	146	0.745	0.416
P14. I provide appropriate feedback to encourage students in their development.	3.65	2	22	178	125	83	0.404	0.801
* α:0.68

There are wide differences between students and the skills they bring to classroom. Teachers must know to create instructional opportunities that help to use all students’ understanding, because students learn in a many different ways. The classroom environment then becomes a learning environment in which individual differences are respected by each one. Although most of Turkish in-service teachers know theoretically that every student is special and coming from different social status and cultures, their scores in S13 and P9 related to students’ differences and facilitating learning for all students are low. There are some different approaches for dealing with individual differences among students. Generally, the solution is the teacher, and the teacher should develop events of instruction that use groups as part of the instructional process (Leithwood, 1990; Malin, 1998; Sederberg, & Clark, 1990). It seems that teachers in this study are less likely to do that (table 4).

Table 4. Principle 3: Adapting Instruction for Individual Needs							Factor Loading
	Mean	SD	D	ND NA	A	SA	F1	F2
S2. I understand that students learn in a many different ways. (P3)	4.02	4	5	126	117	158	0.755	0.406
S7. I believe it is important to involve all students in learning.	4.33	4	5	59	180	162	0.688	0.412
S10. I understand that teachers’ expectations impact student learning.	4.04	4	34	92	171	109	0.678	0.366
S13. I am sensitive to student differences.	3.63	3	54	137	114	102	0.598	0.377
S18. I respect the cultures of all students.	4.02	3	5	109	158	135	0.705	0.399
P9. I am successful in facilitating learning for all students	3.55	3	8	234	90	75	0.329	0.663
* α:0.74

According to the results of Table 5, in-service teachers know how to engage individually as well as with groups of students. When doing so, they demonstrate high moral behaviors such as empathy, respect and patience in a learning environment that encourages and supports positive social interaction for every student (Table 5).

Table 5. Principle 5: Classroom Motivation and Management							Factor Loading
	Mean	SD	D	ND NA	A	SA	F1	F2
S3. I demonstrate qualities of humor. empathy. and warmth with others.	4.17	3	4	123	154	126	0.744	0.396
S20. I treat students with dignity and respect at all times.	4.04	4	34	92	171	109	0.728	0.312
S22. I am patient when working with students.	4.23	3	2	69	196	140	0.778	0.405
P10. I demonstrate and encourage democratic interaction in the classroom and school.	4.00	2	4	101	177	124	0.468	0.764
* α:0.80

A communication skill set is another important asset in being effective teacher. Good communications (generally meaning good eye-contact, usage and understanding body language, speaking loudly, and overall practice) skills are special qualities that every teacher should possess. Teaching has placed a strong emphasis on basic communication skills. Although most of Turkish in-service teachers are responsive listeners, they have problem with nonverbal communication skills, they are not good with understanding students’ body language. Indeed, body language speaks what you don’t speak. The in-service teachers seem to communicate with students about the science concept without caring and concern. One possible reason is that teachers do not enough have personal information about their students because of crowded classrooms (Table 6).

Table 6. Principle 6: Communication Skills							Factor Loading
	Mean	SD	D	ND NA	A	SA	F1	F2
S4. I am a thoughtful and responsive listener.	4.45	4	4	26	197	179	0.765	0.335
S14. I communicate caring. concern. and a willingness to become involved with others.	3.50	4	3	126	155	122	0.698	0.400
P11. I accurately read the non-verbal communication of students.	3.41	2	53	190	107	58	0.348	0.689
* α:0.70

The results showed that teachers have instructional planning skills. It means that a teaching plan is prepared inclusively, cooperatively and differentiated according to students’ needs. Then, plans are shared with colleagues. Their plans are also for both long-term and short-term planning and they are flexible when considering national content standards within context (Abd-El-Khalick, & Lederman, 2000; Anderson, 2002; Bozyilmaz, & Bagci-Kilic, 2005). Hence, they can work in many ways to build a positive environment to develop systems for overseeing their classrooms so that the focus is on learning, not on controlling student behavior (Table 7). It is accurate to say that new reform efforts affected teachers’ point of view, and created a constructivist perspective in education after taking in-service workshop. Didactic teaching and traditional teacher behaviors have slowly been replaced (Bozyilmaz, & Bagci-Kilic, 2005).

Table 7. Principle 7: Instructional Planning Skills							Factor Loading
	Mean	SD	D	ND NA	A	SA	F1	F2
S5. I assume responsibility when working with others.	4.63	2	5	11	163	229	0.644	0.396
S11. I view teaching as a collaborative effort among educators.	4.39	6	5	30	198	171	0.748	0.355
S23. I am open to adjusting and revising my plans to meet student needs.	4.33	3	3	42	200	163	0.759	0.410
S25. I believe it is important to learn about students and their community.	4.02	4	34	82	181	109	0.718	0.312
P2. I cooperate with colleagues in planning instruction.	4.04	3	8	80	201	118	0.381	0.727
P6. I value both long term and short term planning.	4.17	3	4	52	220	141	0.302	0.787
P17. I listen to colleagues’ ideas and suggestions to improve instruction.	4.45	4	4	26	197	179	0.432	0.762
P20. I work well with others in implementing a common curriculum.	4.29	2	4	26	218	160	0.396	0.738
* α:0.86

Turkish in-service teachers are not sure how to critically examine their practice, deepen their knowledge, adapt their teaching to new findings, ideas and theories based on current research. learn new ways to make lesson plans, have the ability to constantly self-evaluate and act critically and manage a classroom. The definition of a teacher has completely changed from past definitions. S/he is not just a person teaching. A teacher has to improve his/her professional skills in teaching. That means one has the ability to learn as much from his/her students as s/he learns from his/her colleagues and other sources. S/he has to evaluate his or her teaching skills which are the mark of a reflective practitioner in the classroom. Such self-reflection leads to greater knowledge about students, the subject being taught and the strength of teaching. Self-reflection also affects relationships with students and students’ parents. Moreover ethical behavior is also important to integrate teacher professional growth. S/he should aware of students’ cultural events and special days and try to integrate these events into science curriculum. In addition teachers have to read current news, journal articles, books (Abd-El-Khalick, & Lederman, 2000; Anderson, 2002). Poor communication with students, parents, and colleagues involves a lack of professionalism. The key to communicating effectively is to continually communicate. Often it is about solving problems rather than avoiding them. Teachers should start from the first day of school and keep everyone informed throughout the year. Turkish in-service teachers actively do not seek enough out opportunities to grow professionally. Thus if you hesitate on how to do that. you cannot professionally grow (Table 8).

Table 8. Principle 9: Professional Commitment and Responsibility							Factor Loading
	Mean	SD	D	ND NA	A	SA	F1	F2
S9. I view teaching as an important profession.	4.04	4	34	92	171	109	0.726	0.381
S15. I am punctual and reliable in my attendance.	4.51	4	3	22	162	219	0.785	0.302
S16. I maintain a professional appearance.	3.10	11	83	156	84	56	0.764	0.232
S19. I honor my commitments.	4.49	3	4	10	168	225	0.728	0.496
S21. I am willing to receive feedback and assessment of my teaching.	4.18	3	2	125	101	179	0.727	0.351
S24. I communicate in ways that demonstrate respect for the feelings. ideas. and contributions of others.	4.42	4	3	13	208	183	0.717	0.382
P1. I am committed to critical reflection for my professional growth.	3.21	3	103	144	126	34	0.311	0.627
P3. I actively seek out professional growth opportunities.	3.37	3	53	150	113	71	0.302	0.737
P4. I uphold the laws and ethical codes governing the teaching profession.	3.49	1	62	167	96	84	0.332	0.742
P7. I stay current with the evolving nature of the teaching profession.	4.28	2	6	62	209	130	0.496	0.733
P12. I engage in discussions about new ideas in the teaching profession.	3.96	2	6	134	134	134	0.359	0.717
P15. I engage in research-based teaching practices.	3.27	52	110	170	80	48	0.372	0.778
P18. I take initiative to promote ethical and responsible professional practice.	3.37	3	52	152	112	71	0.386	0.760
P19. I communicate effectively with students. parents. and colleagues.	3.45	12	55	172	84	88	0.314	0.743
α:0.92