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1.
The present study aims to challenge primary school science teachers' beliefs about education and teaching efficacy, as well as their teaching practices, through a video-case-based intervention programme in a Chinese educational setting. A total of 46 in-service teachers were involved in this study (experimental group = 23, control group = 23). Pre- and post-intervention surveys were administered to examine possible changes in the participants' beliefs about education and science teaching efficacy. Video data were gathered through classroom observations of 9 participants from the experimental group and 9 participants from the control group. The results of one-way analysis of covariance indicate that the reported post-intervention beliefs of teachers who participated in the programme differed significantly from their pre-intervention beliefs. More specifically, teachers in the experimental groups reported fewer traditional and more constructivist beliefs after the intervention, as well as stronger personal science teaching efficacy beliefs. One exception included beliefs about science teaching outcome expectancy. The video data showed that teaching practices became more constructivist in terms of both practical activities and student ICT use.  相似文献   

2.
With the introduction of Information and Communication Technologies (ICT) into schools came the expectation that teachers would adopt ICT and change their practices in particular ways. Research indicates that teachers have not changed in the ways expected. Suggested in this paper is that limitations in current research methodologies documenting change in teachers' practices are restricting thorough examination of change in teachers' practices mediated by ICT. This paper reports on the design of a study aimed at investigating teachers' practices from an alternative position from the current research. The research design is a grounded, longitudinal, qualitative study using assorted analysis for the collection and interpretation of the data. This involves a combination of secondary analysis of archive data and collection and analysis of primary data. Participants were able to retrospectively describe and understand their own archived and new data, in interviews and observations. This paper focuses on ways this research design supported examining teachers' practices as including a number of dimensions and the way these dimensions were influenced by the context in which they were situated. Also, the ways this research design provided a means for examining the changes that developed from the teachers' own narratives. This gave some insight into the ways the teachers' understood the changes in their own practices. Examining change from this perspective supports understanding of how and why changes in teaching practices mediated by ICT occur or don't occur. It also contributes to examining the bigger phenomenon of ICT and the long‐term impact it is having on teaching practices.  相似文献   

3.
This paper explores the role of engaging teachers in constructive dialogue within ICT professional development activity. As part of an ICT professional development program, sixteen teachers across eight geographically removed schools participated in an online threaded discussion forum for a school year. Data reported in this paper are generated from the archived posts to a threaded discussion forum and are analysed qualitatively for evidence of community and quantitatively for different forums of feedback (Mäkitalo, Häkkinen, Leinonen, & Järvelä, 2002) and levels of discussion (Jarvela & Hakkinen, 2002). The findings suggest evidence of both collegial and critical forms of discussion. Collegial discussion was found to be important in developing and maintaining community while critical discussion was vital for its role in transforming teachers' beliefs. The data also revealed a number of practical aspects of online environments that inhibit what is termed in this paper as constructive discussion.  相似文献   

4.
Self-direction has been identified as a potential key to the success of professional development of teachers, especially those working in deprived environments. This paper develops a model for self-directed professional development using interview data from 55 Zimbabwean A-level Science and Mathematics teachers. It focuses on teachers' decisions about using ICT in their own professional development. Grounded theory analysis suggests seven themes underlying such decisions making, in turn representing two major attractors of self-directed professional development. These were identified as classroom efficacy, i.e. the ability to teach effectively, and professional efficacy, i.e. the ability to relate effectively within the teaching profession. This paper explores the potential of using these attractors to stimulate self-directed professional development within formal professional development programmes especially in disadvantaged communities.  相似文献   

5.
There is an expectation that new science teachers will be able to effectively use a range of information communication technology (ICT) related resources inthe science classroom in order to enhance student learning. All school systems in Australia are in the process of providing teachers with ICT professional development and infrastructure. This paper outlines a range of initiatives designed to integrate ICT in a compulsory science education unit for students enrolled in a Graduate Diploma in Secondary Education. An action research model based on constructivist principles was used to evaluate the effectiveness of modelling, open-ended co-operative group activities and authentic assessment in enabling students to enhance their ICT skills, knowledge and pedagogical content knowledge in a science education context. Multiple sources of data were generated including a pre and post unit questionnaire that was analysed using Rasch modelling. The questionnaire determined students' perceptions of their preparedness to teach using ICT. The findings of this research suggest that some skills warranted greater attention in the unit, but students' pedagogical knowledge and knowledge and critique of ICT resources were enhanced over the duration of the unit.  相似文献   

6.
This paper presents the first phase of a study in teacher education, which explored how a conceptual framework for creativity with information and communication technology (ICT) might be developed and expressed in professional development for primary education pre-service and newly qualified teachers. The Creativity and Professional Development Project (C&PD) involved 16 education ICT specialists in the final stage of their BA in an English University. They participated in the project to investigate their classroom practice in the use of ICT to promote creativity in the making of digital video movies, and to reflect upon the development of their pedagogy with ICT in primary classrooms. The analysis focuses on the student teachers’ experience of engaging in creative activities to prepare, teach and evaluate a school-based project, and identified themes of their understandings and personal experience of creativity, the contribution of ICT, and their reflections on professional development. This analysis raises the issue of designing learning experiences, which promote and support creativity with ICT in the context of teacher learning. A conceptual framework to describe creative practices with ICT in teacher education was developed from the study.  相似文献   

7.
The Survey of Schools: ICT in education commissioned in 2011 by the European Commission took place between January 2011 and November 2012, with data collection in autumn 2011. This article presents the main findings of the Survey based on over 190,000 questionnaire answers from students, teachers and head teachers in primary, lower and upper secondary schools randomly sampled. The article details the analytical framework design and the survey methodology implemented. It then presents the main ‘state of the art’ indicators that have been built, concerning ICT infrastructure and access to it, frequency of students' ICT based activities during lessons, level of teachers' and students' confidence in their digital competences, their opinion about using ICT for teaching and learning, and the school strategies to support ICT integration in teaching and learning. The article also presents the main findings of the exploratory part of the analysis, introducing the concepts of digitally supportive school, digitally confident and supportive teacher and digitally confident and supportive student, estimating their respective proportion at EU level on average and by country and investigating whether high percentage of digitally supportive schools include high percentages of digitally confident and positive teachers and students. A few recommendations for policy making at European, national, regional/local and institutional levels conclude the article.  相似文献   

8.
Results are reported from a study in which teachers' views of highly achieving ninth grade classes in Norway (KappAbel national competition winners) were compared with teachers' views of average achievement classes with regard to the use of information and communication technologies (ICT) and pedagogical practices. The main purpose of the study was to answer the following questions: What differential role does ICT play in the two kinds of classes as it relates to learning performance in mathematics, and how does the use of ICT relate to teachers' reported views and pedagogical practices? The key findings of the study are the following: First, KappAbel teachers were more likely to have studied math at universities whereas the control teachers were more likely to have studied at colleges. Second, KappAbel teachers were more likely to emphasize reasoning-oriented as compared with instrumental- or rule-oriented teaching of mathematics. Third, KappAbel teachers do perceive weaker general effects of ICT in relation to learning than control teachers; however subject specific ICT tools like spreadsheets are more used for purposes of exploration and research than in control classes. It is the teacher-guided student activity that makes the difference.  相似文献   

9.
ABSTRACT

Many studies have focused on professional development within schools, while this article focuses on ICT (information and communications technology) professional development across schools. The aim of this article is to explore how the encouragement of communities and networks might contribute to ICT professional development across schools in close physical proximity. The study is based on a two-year action research project and interviews with the participants of a lead teacher community across five schools. Although the lead teachers and school leaders played a central role, ICT professional development was dependent on a complex interplay of different types of communities and networks, both within, across and outside the schools. This study illustrates how ICT professional development occurred in both expected and unexpected ways and emphasises the need for professional development to take account of the complex needs of teachers, rather than being a ‘one size fits all’.  相似文献   

10.
中国学生发展核心素养要求重视培养学生的数字化学习能力,因此,教师必需具备一定的信息技术能力.对山西中部X市467名中小学教师信息技术能力现状进行调查发现,教师信息技术应用形式主要是:课前教学准备和辅助课堂教学活动.绝大多数教师对于常用计算机技能已基本掌握,网页制作等技能有待培训加强.教师的信息技术应用能力与教龄、学历、学段有一定关系.从低教龄组到高教龄组,教师信息技术应用能力大致呈现出"强-弱"的表现;不同学历组教师的信息技术能力存在显著差异,研究生学历的教师信息技术能力明显比其他学历的教师强;不同学段组教师的信息技术能力存在显著差异,小学、初中教师信息技术能力明显强于高中教师.  相似文献   

11.
In this article UK governmental policy imperatives to apply new forms of information and communications technology (ICT) to school improvement are explored, with particular reference to the National Curriculum for England and Wales. The analysis juxtaposes the piecemeal, random way in which ICT is used in National Curriculum programmes of study and schemes of work with the government rhetoric that requires coherent planning and integration of ICT within all aspects of teaching learning. The article argues that this contradiction within the policy process could be overcome if a stronger conceptualization of teachers' professional knowledge was embraced. An example of such a conceptualization is presented and this is exemplified by accounts of teachers' development of ICT within their pedagogic practice.  相似文献   

12.
Teacher attitudes affect their instruction such that positive teacher attitudes enhance the teaching and learning process. The purpose of this study was to explore inservice science teachers' views of learning physics within the context of a professional development experience and to investigate the relationship between those views and the teachers' understanding of force and motion concepts. The conceptual understanding pretest results indicate the need for inservice science teacher professional development that focuses on conceptual understanding. The relationship between participants' views and their conceptual understanding at posttest has additional implications for the curriculum for these science teachers' professional development experiences.  相似文献   

13.
Fostering students' spatial thinking skills holds great promise for improving Science, Technology, Engineering, and Mathematics (STEM) education. Recent efforts have focused on the development of classroom interventions to build students' spatial skills, yet these interventions will be implemented by teachers, and their beliefs and perceptions about spatial thinking influence the effectiveness of such interventions. However, our understanding of elementary school teachers' beliefs and perceptions around spatial thinking and STEM is in its infancy. Thus, we created novel measures to survey elementary teachers' anxiety in solving spatial problems, beliefs in the importance of spatial thinking skills for students' academic success, and self-efficacy in cultivating students' spatial skills during science instruction. All measures exhibited high internal consistency and showed that elementary teachers experience low anxiety when solving spatial problems and feel strongly that their skills can improve with practice. Teachers were able to identify educational problems that rely on spatial problem-solving and believed that spatial skills are more important for older compared to younger students. Despite reporting high efficacy in their general teaching and science teaching, teachers reported significantly lower efficacy in their capacities to cultivate students' spatial skills during science instruction. Results were fairly consistent across teacher characteristics (e.g., years of experience and teaching role as generalist or specialist) with the exception that only years of teaching science was related to teachers' efficacy in cultivating students' spatial thinking skills during science instruction. Results are discussed within the broader context of teacher beliefs, self-efficacy, and implications for professional development research.  相似文献   

14.
本文献主要回顾了自1989年以来小学科学课程的发展以及在科学课堂中应用ICT的研究。文章讨论了ICT对小学科学课程中教师与学习者的角色关系、教师的专业知识、程序技能和科学内容之间的平衡、形成性评价的应用等方面所产生的影响。此外,还提供了一套目前ICT被应用于促进优秀科学教学方式的批判性评估。最后,作者提倡要对ICT的各种应用以及它们对促进小学科学课程中儿童的学习有何种促进潜能开展系统研究,并为那些旨在促进儿童小学科学学习经验的软、硬件开发者提出了建议和启示。  相似文献   

15.
This paper addresses the parallel between the changes in students' and teachers' learning advocated by constructivist science educators. It begins with a summary of the epistemology of constructivism and uses a vignette drawn from a set of case studies to explore the impact of a constructivist science in‐service programme on an experienced and formal elementary science teacher. Judged by constructivist standards, the teacher described in the vignette makes very little progress. The irony of applying a constructivist critique to his work, however, is that it fails to treat the teachers' imperfect knowledge of teaching with the same respect as constructivists treat students' imperfect learning of science. The remainder of the paper explores this constructivist paradox, and suggests that‐like students' knowledge of science‐teachers' knowledge of constructivist science teaching is likely to grow through slow and gradual re‐formation of their established understanding of classroom theory and practice.  相似文献   

16.
联合国教科文组织在修订以往《教师ICT能力框架》的基础上,对标《2030年可持续发展目标》,制定了囊括18项教育ICT能力的《教师ICT能力框架(第3版)》。作为指导教师使用ICT的职前和在职培训工具,很多国家和机构结合当地实际对该框架内容进行了调整,以便实现教师专业发展目标。本研究采用内容分析和文本分析方法,梳理了联合国教科文组织《教师ICT能力框架》的演变脉络,从能力框架开发原则、内容架构、实施案例和资源开发三个维度,深入解读这一能力框架,并提出落实能力框架,需要政府、师范院校、在职教师专业发展机构、骨干教师和校长的强有力领导。构建符合我国国情的教师信息技术应用能力框架,要出台基于“循证实践”的教师信息技术应用能力提升政策;利用智能技术助推课程动态评估;加强教育资源生态系统整体建设;分层制定科学的教师ICT能力提升计划。  相似文献   

17.
This study investigated Emirates pre-service and in-service teachers' views about the nature of science. A questionnaire was developed and administered to 31 female pre-service science teachers, and 224 inservice chemistry teachers. The questionnaire covered five aspects of the nature of science identified by Palmquist and Finley (1997). These are: scientific theories and models; role of a scientist; scientific knowledge; scientific method; and scientific laws. The results indicated that Emirates teachers' views are neither clearly traditional nor clearly constructivist - they held mixed views about the nature of science. The study attributed the existence of the traditional views to historical reasons and the educational system. The presence of constructivist views was attributed to religious factors, where some of students' religious beliefs agree with some constructivist views. The study argued that the traditional view about the nature of science is in conflict with the teachers' religious beliefs. Teaching science in the Arab culture using the traditional view about science creates what Tobin (1996) called 'symbolic violence'. The study concluded that introducing science from the constructivist point of view and using what Jegede (1996) called 'collateral learning' would help to diminish such violence.  相似文献   

18.
This study investigates measurement invariance of the mathematics, science, and ICT scales across the 47 countries that participated in the PISA 2015 ICT Familiarity Questionnaire. Knowing whether the same constructs and measurements can be reliably compared across countries constitutes an important goal. The Alignment method is employed to test the measurement invariance of the three scales. The results show that mathematics and science scores are highly invariant and can be used to compare countries, whereas the ICT scale is mostly non-invariant and cannot be used to reliably compare ICT means across all participating countries. Implications and limitations are discussed.  相似文献   

19.
Practicum experiences in schools are highly valued in science teacher education programs. Yet, there are few studies examining secondary preservice science teachers' practicum classrooms. This mixed-methods study explored secondary preservice science teachers' perceptions of their practicum classroom learning environments, interpreted from an open-ended survey questionnaire, as well as from an adapted version of the Constructivist Learning Environment Survey (CLES; Taylor, Fraser, & Fisher, 1997). Twenty-two preservice teachers within secondary science methods courses volunteered to complete the survey. Qualitative survey findings were corroborated by quantitative results from the CLES survey. Overall, the preservice teachers perceived their practicum classrooms to incorporate some constructivist learning environment factors, but the critical constructivist perspective underpinning the survey was not found. Additionally, innovative practices cogent with these practices were not supported by most of their co-operating teachers. Implications of how preservice education programs can better support prospective science teachers' views and practices during practicum are discussed.  相似文献   

20.
A series of interviews and classroom observations were conducted with a group of in-service science teachers, students, school principal, and computer lab supervisors, from a “Discovery” female school in Jordan to assess their utilization of information and communication technology (ICT) in teaching science. The study also intended to determine how these participants were using ICT and if they had any internal and external impediments in the way of the effective integration of ICT in the teaching of science. Results showed that some participants were using ICT creatively in their science teaching. However, despite considerable political pressure to increase ICT use in the classroom, most expressed frustration at the lack of ICT tools, support from the school, from the Ministry of Education, and from the surrounding community. The article proposes possible resolutions to help these participants overcome their impediments. Some of the suggested resolutions for the internal impediments include involving teachers in preparing the school’s time-table, equipping the school with more ICT tools and offering more training courses for teachers. However, the suggested resolutions for the external impediments involve (1) The Ministry of Education to rethink the administration of board examinations, (2) The school to sacrifice scoring higher in board examinations for preparing more creative and more versatile students’ perspectives.  相似文献   

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