What Knowledge Do Trainee Physics Teachers Need to Learn?: Differences in the Views of Training Staff

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This is the accepted version of a paper presented at International Science Education Conference ISEC

2014, National Institute of Education, Singapore, 25-27 November 2014.

Citation for the original published paper: Airey, J., Larsson, J. (2014)

What Knowledge Do Trainee Physics Teachers Need to Learn?: Differences in the Views of Training Staff.

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What Knowledge Do Trainee

Physics Teachers Need to Learn?

Differences in the Views of Training Staff

John Airey1,2_{Johanna Larsson}1

1_{University Physics Education Research Group}

Uppsala University, Sweden

2_{Department of Languages}

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Interested in teacher training.

In particular the process of becoming a physics teacher (cf Larsson & Airey 2014 a,b).

What do training staff think students need to learn?

Becoming a physics teacher

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Very different environments.

Suggest that physics is similar across these environments (Airey, 2012, Linder et al 2014).

For our trainee physics teachers, movement between the environments of the physics

department, the education department and

teaching practice in schools poses much bigger problems.

Disciplinary differences

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1.  Theory

•  Hierarchical vs horizontal knowledge structures •  Singulars vs Regions

2.  The Knowledge Structure Matrix 3.  Illustrative examples 4.  Disciplinary literacy 5.  Conclusions 6.  Future work Overview

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Draw on the work of Basil Bernstein (1999) in the Sociology of Education and my own work on Disciplinary Literacy (Airey 2013; Airey 2011a,b)

Based on this theoretical approach, becoming a physics teacher can be seen to present

particular challenges for trainees.

Theory

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Bernstein is best known (and criticized) for his Elaborate and Restricted Codes

Later work deals with disciplinary differences. Similar ideas to Becher and Trowler’s Academic

Tribes and Territories (2001) but addresses more than the academy.

Basil Bernstein

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Bernstein introduces some useful analytical categories:

Hierarchical and Horizontal knowledge structures

Singulars and Regions

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Bernstein (1999) claims that disciplines can be categorised as hierarchical or horizontal.

Hierarchical knowledge structures

Develop by integration of new knowledge with existing knowledge into one coherent system

Horizontal knowledge structures

Develop by introducing new perspectives that do not need to be coherent with existing

perspectives

Disciplinary knowledge structures

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Progression in knowledge structures

P₁ P₂P₃ P₄ P₅ _P

5+1

hierarchical horizontal

Adapted from Martin (2011)

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Bernstein identified physics as the discipline with the most hierarchical knowledge structure.

Lord Kelvin 1890s

”There is nothing new in physics to be discovered

now. All that remains is more and more precise measurement” (Davies & Brown 1988)

Hierarchical knowledge structures

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General Relativity Unified

Theory

Adapted from Lindstrøm (2011)

Airey, Larsson ISEC Singapore 26 Nov. 2014

Quantum Mechanics

Newtonian Physics

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In horizontal knowledge structures,

development involves introducing new

perspectives that help us to see new things

or to see old things in new ways.

This new perspective does not need to be

integrated with earlier knowledge.

Horizontal knowledge structures

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Disciplinary knowledge structures hierarchical knowledge structure horizontal knowledge structure “warring triangles” physics biology science P₁ P₂ P₃ P₄ P₅... social science humanities

history literary studies

linguistics sociology

Adapted from Martin (2011) and Wignell (2004)

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Bernstein also introduced the analytical

categories singulars and regions (2000)

Singulars vs Regions

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A singular is a discipline with strong boundaries such as physics, history, economics etc.

Singulars generate strong inner commitments centred around their perceived intrinsic value.

Singulars

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Regions are knowledge structures in which

a number of singulars are brought together

in an integrating framework (Young 2008) While singulars face inwards, regions face

outwards to the various fields of practice in everyday life.

Regions

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I have brought together Bernstein’s ideas in a

knowledge structure matrix.

Singulars vs Regions

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Knowledge structure matrix

Hierarchical Horizontal Si ng ula r R eg io n

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Hierarchical Horizontal Si ng ula r R eg io n History Engineering

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Hierarchical Horizontal Si ng ula r R eg io n Physics Education

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What might these disciplinary differences

mean for the process of becoming a physics teacher?

Mismatch between:

a horizontal region (Education)

and

a hierarchical singular (Physics)

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Some quotes from interviews with different actors in physics education:

Singular èRegion

Examples

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Education is a region, so we need lots of

different types of input from different areas:

You can’t just send anyone to teach a course.

They need to know what they are talking about so there are lots of short courses with different

teachers Lecturer Education Department

Examples

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Physics is a singular—it is an end in itself

Interviewer: Do you have different goals for

physics and engineering students?

Lecturer: Yes, I suppose, but only slightly different

Interviewer: And for the teachers, is it the same?

Lecturer: Yes I don’t really distinguish between

them.You need to understand physics to be able to teach it. University physics lecturer

Examples

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Singulars create strong identities… I’m a physicist not a teacher!

To me it’s important that I’m not a physics teacher but I’m a teaching physicist. I want to stay curious and learn more about physics and continue to use

all the tools of a physicist University physics lecturer

Examples

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Hierarchical èHorizontal knowledge structure

Examples

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Examples

Moving to a horizontal knowledge structure means that different forms of knowledge

production are valued:

For me it was a shock to be thrown into an

institution where you have to write essay-type exam questions. The students who had read History, Swedish, Social science, they passed these exams without any problems. For me the first time it was like ok, how do I do this?

School physics teacher

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Examples

Is it knowledge if you can’t measure it?

These new values that they’ve included in the

curriculum now—they don’t seem so natural to me. There are competencies that I’m supposed to develop that can’t be measured—it’s silly! The whole thing falls like a house of cards because you just can’t measure these things.

School physics teacher

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Use the concept of disciplinary literacy (Airey 2011a,b)

Bringing it together…

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Disciplinary literacy

We suggest the goal of any degree programme is the development of disciplinary literacy.

Airey (2011a,b)

Disciplinary literacy refers to the ability

to appropriately participate in the

communicative practices of a discipline

.

Developed for three sites

academy,

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Disciplinary Literacy Triangle

Airey (2011b)

Society

Academy Workplace

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Disciplinary Literacy Triangle

Airey (2013) Society Academy Workplace Each of these sites places different demands on disciplinary literacy

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Disciplines can be categorized according to

their knowledge structure and whether they are

singulars or regions.

Teacher training is a region with a horizontal

knowledge structure.

Physics is a singular with a hierarchical

knowledge structure.

Summary

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We suggest that an understanding of these disciplinary differences is important for

teacher trainers.

Conclusions

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Trainees come from singulars with a strong identity that needs to be renegotiated into a teacher identity.

Trainees from disciplines with hierarchical knowledge structures may struggle to see the validity other types of knowledge.

Trainers should expect these issues and discuss them with trainees.

Conclusions

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How are singulars incorporated into teacher training courses?

Specifically, how do disciplinary literacy goals

change when moving from physics to physics

teacher training?

What are the consequences of educational

researchers treating education as a singular? How do the demands of society and the

workplace affect disciplinary literacy goals?

Future work

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Disciplinary Literacy Society Academy Workplace (school) Teacher training

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