Asia-Pacific Forum on Science Learning and Teaching. Volume 10, Issue 2, Article 13 (Dec., 2009) Hakan TURKMEN Examining elementary science education teachers disposition after reform Previous Contents

Appendix A - INTASC principles

Principle 1: The teacher understands the central concepts. tools of inquiry. and structures of the discipline(s) he or she teaches and can create learning experiences that make these aspects of subject matter meaningful for students.

Principle 2: The teacher understands how children learn and develop and can provide learning opportunities that support their intellectual. social. and personal development.

Principle 3: The teacher understands how students differ in their approaches to learning and creates instructional opportunities that are adapted to diverse learners.

Principle 4: The teacher understands and uses a variety of instructional strategies to encourage students’ development of critical thinking. problem solving. and performance skills.

Principle 5: The teacher uses an understanding of individual and group motivation and behavior to create a learning environment that encourages positive social interaction. active engagement in learning. and self-motivation.

Principle 6: The teacher uses knowledge of effective verbal. nonverbal. and media communication techniques to foster active inquiry. collaboration. and supportive interaction in the classroom.

Principle 7: The teacher plans instruction based upon knowledge of subject matter. students. the community. and curriculum goals.

Principle 8: The teacher understands and uses formal and informal assessment strategies to evaluate and ensure the continuous intellectual and social development of the learner.

Principle 9: The teacher is a reflective practitioner who continually evaluates the effects of his/her choices and actions on others (students. parents. and other professionals in the learning community) and who actively seeks out opportunities to grow professionally.

Principle 10: The teacher fosters relationships with school colleagues. parents. and agencies in the larger community to support students’ learning and wellbeing.

(INTASC.1992)