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This article investigates three teachers' conceptions and use of inquiry‐based instructional strategies throughout a professional development program. The professional development program consisted of a 2‐week summer inquiry institute and research experience in university scientists' laboratories, as well as three academic year workshops. Insights gained from an in‐depth study of these three secondary teachers resulted in a model of teacher conceptions that can be used to direct future inquiry professional development. Teachers' conceptions of inquiry teaching were established through intensive case–study research that incorporated extensive classroom observations and interviews. Through their participation in the professional development experience, the teachers gained a deeper understanding of how to implement inquiry practices in their classrooms. The teachers gained confidence and practice with inquiry methods through developing and presenting their institute‐developed inquiry lessons, through observing other teachers' lessons, and participating as students in the workshop inquiry activities. Data analysis revealed that a set of four core conceptions guided the teachers' use of inquiry‐based practices in their classrooms. The teachers' conceptions of science, their students, effective teaching practices, and the purpose of education influenced the type and amount of inquiry instruction performed in the high school classrooms. The research findings suggest that to be successful inquiry professional development must not only teach inquiry knowledge, but it must also assess and address teachers' core teaching conceptions. © 2007 Wiley Periodicals, Inc. J Res Sci Teach 44: 1318–1347, 2007 相似文献
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Thomas Koballa Jr. Wolfgang Graber Dava C. Coleman Andrew C. Kemp 《International Journal of Science Education》2013,35(2):209-224
The aim of the study was to investigate prospective gymnasium teachers' conceptions of chemistry learning and teaching. Data were collected through individual interviews with nine prospective teachers at one German university. Phenomenography served as the methodological framework for the study. The findings revealed that chemistry learning is conceptualized as gaining knowledge, problem-solving and constructing personal understandings; and that chemistry teaching is conceptualized as transferring knowledge, problem-posing and interacting with pupils. The majority of the prospective teachers' conceptions of learning chemistry were considered reproductive rather than constructive and their conceptions of chemistry teaching were viewed as facilitating reproductive learning. Comparisons of the dominant conceptions of learning chemistry and teaching chemistry held by each prospective teacher revealed mixed support for the assumption that if one holds a reproductive (or constructive) conception of teaching, then (s)he will also hold a reproductive (or constructive) conception of learning. Support for the assumption was found in the reproductive-oriented relationship between conceptions of learning chemistry as gaining knowledge and of teaching chemistry as transferring knowledge, but not found in the relationships between learning chemistry as problem-solving and teaching chemistry as problem-posing and between learning chemistry as gaining knowledge and interacting with pupils. 相似文献
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New learning theory, underpinning the idea of teaching for self-directed learning, provides new conceptions of learning: the self-regulation of learning, the construct-character of knowledge, the social nature of learning and a dynamic model of intelligence. What conceptions teachers hold may be related to their tolerance of uncertainty. We constructed a Learning Inventory and administered this to teachers in Dutch senior secondary education, where an innovation is heading for more independent learning. We found empirical confirmation of the five dimensions underlying teachers' conceptions of learning, both for student learning and for their own learning. Tolerance of uncertainty explained the other four dimensions in conceptions of student learning, but not in teachers' conceptions of their own learning. Teachers generally endorse the process-oriented conceptions, although some differences are noted between teachers' conceptions of student learning and their own learning. 相似文献
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Kathleen J. Roth Helen E. Garnier Catherine Chen Meike Lemmens Kathleen Schwille Nicole I.Z. Wickler 《科学教学研究杂志》2011,48(2):117-148
The Science Teachers Learning from Lesson Analysis (STeLLA) project is a videobased analysis‐of‐practice PD program aimed at improving teacher and student learning at the upper elementary level. The PD program developed and utilized two “lenses,” a Science Content Storyline Lens and a Student Thinking Lens, to help teachers analyze science teaching and learning and to improve teaching practices in this year‐long program. Participants included 48 teachers (n = 32 experimental, n = 16 control) and 1,490 students. The STeLLA program significantly improved teachers' science content knowledge and their ability to analyze science teaching. Notably, the STeLLA teachers further increased their classroom use of science teaching strategies associated with both lenses while their students increased their science content knowledge. Multi‐level HLM analyses linked higher average gains in student learning with teachers' science content knowledge, teachers' pedagogical content knowledge about student thinking, and teaching practices aimed at improving the coherence of the science content storyline. This paper highlights the importance of the science content storyline in the STeLLA program and discusses its potential significance in science teaching and professional development more broadly. © 2011 Wiley Periodicals, Inc., J Res Sci Teach 48: 117–148, 2011 相似文献
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《Teaching and Teacher Education》1995,11(1):23-31
One hundred and sixty-two student secondary teachers were followed through a postgraduate certificate in education course at a university department of education in England to identify, using a variety of methods, changes in their thinking about the teaching and learning process and initial training course. While it was found that student teachers' knowledge of teaching gained from earlier experience was highly influential in their views on teaching and learning and interpretation of the course, differences between individuals and curriculum groups emerged which suggest that the course of training could not be considered a constant, as had been assumed by earlier studies. Several issues are raised and discussed concerning the influence of preservice courses on student teachers' thinking and classroom practice, together with their implications for course design and the selection of students. 相似文献
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Patricia L. Hardr 《Performance Improvement Quarterly》2003,16(4):23-39
This study addressed the need for empirical tests of the global instructional design (ID) model as a toolkit for classroom teachers in authentic settings; and the performance improvement challenge of finding effective, efficient methods of professional development for preparing graduate assistants to teach. Participants were eighteen teaching assistants (TAs) with primary instructional responsibilities at a large Midwestern university. Twelve were given a training intervention in instructional design, while the other six served as a control group. The intervention was based on the iterative, five‐phase ADDIE model, and principles from educational psychology. Dependent measures were TAs' ID knowledge, teaching self‐efficacy, satisfaction with knowledge and strategies, perceived teaching competence, teaching performance and teaching effectiveness, and their students' engagement and perceived learning. All of the study's seven hypothesized relationships were found statistically significant. The intervention, though brief, measurably increased the ID knowledge of participating TAs, along with their teaching‐related self‐perceptions, and student outcomes. Instructional design emerges as a potentially powerful training tool for organizing teachers' and trainers' knowledge related to the complex practice of classroom instruction. 相似文献
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Discerning Pedagogical Quality in Preschool 总被引：1，自引：0，他引：1
Margaret Kiley Corresponding author Gerry Mullins 《Scandinavian Journal of Educational Research》2013,57(3):245-262
A well‐developed and researched conceptual framework exists for identifying undergraduate students' conceptions of learning. In addition, research has been reported on teachers' conceptions of teaching as they relate to their conceptions of learning. The research reported in this paper takes the existing framework into a new area, postgraduate supervisors' conceptions of “research”. It is hypothesized that the development of a conceptual framework that identifies postgraduate students' conceptions of “research”, and how these articulate with the conceptions of research held by their research supervisors, will enable support mechanisms to be developed and used to assist students early in their candidature. In addition, supervisory practice will benefit from being aware of, and sensitive to, the variety and potential effect of these conceptions. While it is recognized that there are strong cultural influences on conceptions of research, this project has focused initially on the conceptions of research generally adopted by Western academic institutions. However, the students involved in the study were not necessarily of a Western educational background. This paper outlines the results of research undertaken to date in identifying supervisors' conceptions. In addition, it discusses supervisors' views on: the purpose of research and what characterizes “good” research and good researchers. Various strategies reported by supervisors to assist their students to develop more comprehensive and sophisticated conceptions of research are also discussed. 相似文献
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Pei-Shan Tsai Chin-Chung Tsai 《British journal of educational technology : journal of the Council for Educational Technology》2019,50(2):614-625
This study explored the relationships among preservice teachers' conceptions of teaching using mobile devices and the quality of technology integration in lesson plans. A total of 47 preservice teachers in Taiwan who had experienced designing their own lesson plans and teaching materials (ie, eBooks and applications) for teaching using mobile devices (ie, smart phones and tablet PCs) participated in this study. The results showed that four qualitatively different conceptions of teaching using mobile devices were identified, namely “technology support,” “knowledge transmission,” “learning facilitation,” and “supporting students to learn.” This study also found that the teachers who had more constructivist perceptions of teaching using mobile devices, such as facilitating students' understanding in a convenient way or supporting student learning in a more active way, appeared to attain better quality technology integration in their lesson plans than those teachers with traditional conceptions. 相似文献
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Knut A. Christophersen Eyvind Elstad Are Turmo 《Scandinavian Journal of Educational Research》2016,60(2):240-254
This study focuses on how different educational programmes contribute to student teachers efficacy for classroom management and their abilities to provide learning opportunities and good classroom outcomes. Data were gathered from 491 student teachers attending different teacher education programmes in Norway and analysed via structural equation modelling. The results revealed the following: (1) problem behaviour in the classroom has a negative effect on student teacher efficacy, (2) students' perceptions of the integration of pedagogic knowledge and practice supports students' efficacy beliefs, (3) support from supervisors contributes positively to student teachers' efficacy beliefs, and (4) student teachers in university college programmes for primary school teaching report higher teacher efficacy than students in university programmes for secondary school teaching. 相似文献
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A situative metaphor for teacher learning: the case of university tutors learning to grade student coursework 
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下载免费PDF全文 In the continuing concern about academic standards in the higher education sector a great deal of emphasis has been placed on quality assurance procedures rather than on considering how university tutors learn to grade the quality of work produced by students. As part of a larger research project focused on how tutors grade student coursework, this paper offers a new metaphor for such tutor learning, based on a sociocultural perspective. The research project used think‐aloud protocols recorded as university tutors graded student coursework, and this was followed by semi‐structured interviews. The voluntary participants consisted of 25 lecturers in four contrasting domains—humanities, art and design, medicine and teacher education—in three universities, two teaching‐led and one research intensive. We developed a metaphorical framework that helps to understand the work and learning of the lecturers and tested it by applying it to analysis of the tutor interview data. Grading, writing feedback, second marking and moderation are important situated professional learning opportunities for tutors to debate and reach agreement on the academic standard demonstrated by student coursework. The metaphor considers professional learning as interplay between the vertical domain of public knowledge and the horizontal domain of teachers' practical wisdom. The metaphor presented in this paper is proposed for critical consideration and wider use by academics, teachers, academic developers and teacher educators as an aid to better understanding of teacher's professional learning. 相似文献
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David Stevens Gabrielle Cliff Hodges Simon Gibbons Philippa Hunt Anne Turvey 《Literacy》2006,40(2):97-105
In England, little research has been carried out into how pre‐service secondary English teachers transform what they know as they learn to teach. They are seldom asked to reflect explicitly on the connections between the pedagogy of their undergraduate studies and their pedagogical experiences as student teachers. The initial teacher education committee of the National Association for the Teaching of English decided to explore these connections by asking student teachers on English Postgraduate Certificate in Education (PGCE) courses in five different university departments of education to respond to a series of questions at the start and end of the academic year 2004–2005. The questions fall into four broad areas: student teachers' experiences as learners at undergraduate level and developing ideas about teaching; the nature of the subject English; tensions encountered during the PGCE course; new learning about teaching. The purpose of this article is to discuss some patterns emerging from the research. The most prominent of these is student teachers' realisation that good teaching comes from teachers seeing themselves as learners. We argue that ‘reflexivity’ ( Moore, 2004 ) is a valuable way to help student teachers begin to understand this transformation from learner into learning teacher. 相似文献
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Arnold J Kukari 《Asia-Pacific Journal of Teacher Education》2004,32(2):95-110
This study examines the interaction between indigenous culture and modern religious practices of teaching and learning, and how this contributes towards shaping the preconceptions of teaching, learning, a teacher's role(s), students as learners, and knowledge of three secondary school pre‐service teachers who were just commencing their teacher education program at the only university educating teachers for post‐primary and post‐vocational educational institutions in Papua New Guinea. Data were obtained through a semi‐structured interview questionnaire. Data analysis revealed a dialectical and a mutually constitutive relationship between cultural and religious practices of teaching and learning. This made a significant contribution towards the construction of the three secondary school pre‐service teachers' preconceptions. These practices defined and fashioned the perceptions of teaching and learning the three pre‐service teachers held prior to becoming students of teaching. 相似文献
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The main purpose of this study was to concurrently investigate Taiwanese high-school students' and their science teachers' conceptions of learning science (COLS) and conceptions of science assessment (COSA). A total of 1,048 Taiwanese high-school students and their 59 science teachers were invited to fill out two questionnaires assessing their COSA and COLS. The main results indicated that, first, although a handful of different patterns occurred, students and teachers were found to have similar COLS–COSA patterns. In general, students and teachers with COSA as reproducing knowledge and rehearsing tended to possess lower-level COLS, such as learning science as memorizing, testing, and calculating and practicing. In contrast, if students and teachers viewed science assessment as improving learning and problem-solving, they would be prone to regard science learning as increase of knowledge, applying, and understanding and seeing in a new way. However, the students' conceptions did not align with those of the teachers' in certain aspects. The students tended to regard science learning and assessment at a superficial level (COLS as ‘memorizing’, ‘testing’, and ‘calculating and practicing’ and COSA as ‘reproducing knowledge’), while the teachers’ conceptions were at a more sophisticated level (COLS as ‘application’ and ‘understanding and seeing in a new way’ and COSA as ‘improving learning’). It is evident that a dissonance exists between the students' and teachers' COLS and COSA. Based on the results, practical implications and suggestions for future research are discussed. 相似文献
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新《课程要求》与大学英语教师的角色转换 总被引：3，自引：0，他引：3
新《课程要求》顺应当今社会对大学英语人才的要求，体现的不仅是教学活动或教学手段的改变，更重要的是教学观念和教师角色的转换。在新《课程要求》所倡导的以学生为中心、培养学生语言综合应用能力以及自主学习能力的新型教学模式下，教师角色转换的重要标志是教师更新教育观念，为学生提供心理支持和技术支持。 相似文献
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《Teaching and Teacher Education》1995,11(4):313-330
This study examines changes in middle school student teachers' knowledge structures and beliefs related to class management during the final semester of their teacher education program. Twenty-three preservice teachers drew concept maps and participated in semi-structured interviews prior, during, and following 16 weeks of student teaching. Results of the study showed that initially student teachers are concerned with establishing and enforcing rules. They expressed discomfort with their authoritarian roles. During the middle of student teaching preservice teachers began to make connections among the variables that contribute to class management. By the end of student teaching preservice teachers experienced a conflict between their beliefs in rules, their desire to be flexible and fair, and their desire to develop positive student relationships as a mechanism to promote student learning. A framework of change for class management concepts is presented and the reported influences on the changes in student teachers' knowledge organization and beliefs are discussed. 相似文献
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This purpose of this study was to examine the ways in which three prospective teachers who had early opportunities to teach science would approach representing science content within the context of their student teaching experiences. The study is framed in the literature on pedagogical content knowledge and learning to teach. A situated perspective on cognition is applied to better understand the influence of context and the role of the cooperating teacher. The three participants were enrolled in an experimental teacher preparation program designed to enhance the teaching of science at the elementary level. Qualitative case study design guided the collection, organization, and analysis of data. Multiple forms of data associated with student teachers' content representations were collected, including audiotaped planning and reflection interviews, written lesson plans and reflections, and videotaped teaching experiences. Broad analysis categories were developed and refined around the subconstructs of content representation (i.e., knowledge of instructional strategies that promote learning and knowledge of students and their requirements for meaningful science learning). Findings suggest that when prospective teachers are provided with opportunities to apply and reflect substantively on their developing considerations for supporting children's science learning, they are able to maintain a subject matter emphasis. However, in the absence of such opportunities, student teachers abandon their subject matter emphasis, even when they have had extensive background and experiences addressing subject‐specific considerations for teaching and learning. © 2002 Wiley Periodicals, Inc. J Res Sci Teach 39: 443–463, 2002 相似文献
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Yi‐Fen Yeh Ying‐Shao Hsu Hsin‐Kai Wu Fu‐Kwun Hwang Tzu‐Chiang Lin 《British journal of educational technology : journal of the Council for Educational Technology》2014,45(4):707-722
Technological pedagogical content knowledge TPACK refers to the knowledge set that teachers currently use to further improve the quality of their teaching and assist their students in learning. Several TPACK models have been proposed, either for discussing TPACK's possible composition or its practical applications. Considering that teachers' practical experiences should also be critical to the development of those teachers' knowledge, this study invited a research panel (six researchers) and an expert panel (54 science‐related educators) to propose and validate the framework of TPACK‐practical. After two rounds of anonymous communications that followed Delphi survey techniques, a total of eight dimensions of TPACK‐practical and corresponding indicators were identified and rated as having high levels of importance. Among these knowledge dimensions, the knowledge of direct information and communication technology uses for enhancing teachers' professionalism and students' conceptual comprehension was rated with a high level of importance. Also, disciplinary differences were found to exist between the different groups of experts. Biology teachers showed significantly higher ratings across all knowledge dimensions, whereas physics teachers' ratings were comparatively low. Such findings suggest that the structure and content of subject matter shapes not only the way they teach with technology but also the thinking logics they build longitudinally from their learning experiences. 相似文献