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1.
This study inquires into the influence of subject communities on the practice of secondary school teachers as they teach a new science and technology course that crosses traditional subject and department boundaries. The study focuses on two teachers from different professional communities—a science teacher and a technology teacher—who were teaching an applied physics course that was piloted in British Columbia. Interview and observational data were collected that illuminate the classroom practices and perspectives of the two teachers. As the teachers taught the course, they both changed their normal teaching practice. Their respective new practices, however, were different in important ways even though they both started with the same course outline, textbooks, and laboratory materials. We interpret these differences in the teachers' practices using sociocultural practice theory and argue that the differences can be understood in terms of the influence of their different professional communities which are shown to provide the backdrops against which the teachers developed their approaches to the course. Recommendations are made that encourage using the subject community as a unit of analysis in educational change studies and using sociocultural practice theory as a theoretical perspective for thinking about educational change and making policy decisions. © 1998 John Wiley & Sons, Inc. J Res Sci Teach, 35: 777–789, 1998. 相似文献
2.
Anna-Lena Østern 《Educational research; a review for teachers and all concerned with progress in education》2016,58(1):73-90
Background and purpose: The purpose of this article is to shed light on how the research projects of 140 PhD candidates in the National Research School for Teacher Education in Norway (NAFOL) respond to the challenges faced by Norwegian teacher education regarding the demand for higher competence and a stronger research base. The concept of NAFOL is of interest from an international perspective because of its focus on facilitating teacher educators to achieve a PhD. Since 2001, Norwegian educational policy has had a strong focus on strengthening teacher education and making it more research-based than before. From 2017, all new teachers in Norway are expected to take a master’s degree. In order to accomplish this, there is a need for many new supervisors with a PhD in teacher education institutions. NAFOL is a unique project: a consortium of 23 participating network institutions within teacher education. The research school includes 140 research fellows, all of whom wish to achieve a PhD suitable for work in teacher education. The research school is funded by the Norwegian Research Council, originally for a project period from 2010 to 2016. The research school has had a positive external midway evaluation, and the project period has been extended with four cohorts of students to the end of 2021. However, this study is the first one looking into the research projects of this young generation of teacher education researchers. The research question posed in this article is: how do the research projects of the NAFOL PhD candidates contribute to the research base in teacher education? Main argument: The main argument in this article is that the potential impact of this research school is dependent on the quality of the large number of PhD projects connected to teacher education and education in general developed within the research school. The quality is likely to be good because, among other reasons, these projects are scrutinised by the research school community. The challenges these research projects face, located as they are between solidarity regarding grants from the funds financing the PhD candidates, solidarity with the aims of education, and the wish to contribute to innovation, might prove to be able to be met. These research projects have the potential to create innovation in teacher education research through ‘border crossing’ between different educational discourses, as well as through creating new knowledge in meta-studies based on the results from several projects. Sources of evidence and method: In this article, project abstracts from 140 PhD candidates participating in NAFOL are analysed in terms of their theme and problem formulation. The analysis is inspired by discourse analytical thinking – namely that in a certain situation, several conditions for action exist. In this study, these conditions for action are made apparent in the choice of theme and problem formulation in the research projects. The content analysis is focused on ‘signal words’, because these words might signal positioning in different educational discourses. Results: In the study, three main discourses can be seen as influencing the choice of topic and the problem formulation in the projects: a goal-oriented educational discourse, a ‘Bildung’ (i.e. character formation, or personal growth – ‘danning’ in Norwegian) and democracy discourse, and a critical knowledge-producing discourse. These discourses are constituted when the PhD candidates start their research projects but the conditions for action are ever-changing and, hence, the findings in this study cannot, of course, be considered as ‘final’. The development of these discourses within the research community of NAFOL is one way of scrutinising the research projects in order to make a contribution to qualified teacher education research. Conclusion: ‘Border crossing’ between discourses in research projects concerned with what might be, and what can make a difference in a knowledge society could be a key way of enhancing the future for a young generation of researchers in teacher education. The research projects carried out by the PhD candidates in NAFOL have the potential to develop both new knowledge and new discourses of importance for Norwegian teacher education, as well as for a broader international context regarding professional development in teacher education and education in general. The view of the teacher education profession – and on what a teacher educator can be – could become more fully informed than before the candidates’ participation in the research school. 相似文献
3.
本以普通中学和职业学校的、理及其它学科教师为被试，探讨了不同学科教师的教育观念、教育方式及其关系。结果表明：理科教师与其它学科教师在学生观上存在显差异；普通中学其它学科教师比职业学校其它学科教师更倾向于采用专制、放任等消极的教育方式；教师的教育观念与其教育方式之间的相关显；教育观念对教育方式有显的影响作用，且不同学科教师的教育观念与教育方式的关系存在一定差异，理科教师的遗传观和对学生的知能发展期望对其教育方式有重要的影响作用，其它学科教师对学生的知能发展期望和个人效能感对其教育方式有重要的影响作用。 相似文献
4.
Joanne Arhar Tricia Niesz Jeanette Brossmann Sarah Koebley Katherine O’Brien David Loe 《Educational Action Research》2013,21(2):218-236
The focus of the Education Works Personalization Project was to facilitate teams of teacher action researchers whose goal was to personalize their teaching with the support of university partners including doctoral students in education. The subsequent apprentice-like research experience within this university–school partnership provided an opportunity to study the ways in which teacher action research could serve as a vehicle for bridging the culture gap between schools and universities. Both the research team experience and the development of the school–university inquiry/knowledge network were initially characterized by undefined roles accompanied by ambiguous expectations. Although the ambiguity proved difficult initially, those who persisted and engaged in new roles ultimately found these emerging inquiry communities generative and valuable. We have come to conceptualize these generative inquiry communities as third spaces and we describe how oppositional categories framed by the cultural differences between schools and universities can work together to generate new knowledge. 相似文献
5.
The establishment of centralized curriculum standards and school-based teacher learning communities are presumably necessary to reform science teaching towards inquiry-based instruction in many countries. Drawing on interview, document, and unit plan data from two high school chemistry teachers in China, this study examines these assumptions. Findings indicated that both teachers developed different kinds of science teaching practices despite working under the centralized science curriculum and school-based teacher learning communities. Different teaching experiences of the two teachers and their school cultures of teaching interacted with the centralized curriculum and teacher teaching community to consequently shape their teaching practices in different ways. 相似文献
6.
Research in education draws upon a wide range of epistemological traditions due in part to the wide range of problems that are investigated. While this diversity might be considered a strength of the field, it also makes researchers who work within it vulnerable to being divided into those worth listening to and those who should be ignored by ‘end-users’. These people and groups who are interested in the outcomes of educational research, such as policy makers and system providers, increasingly expect research findings to be accessible, and to inform questions of the ‘what works’ variety. Under this imperative, research processes that elaborate the complexity of educational problems, and the provisional, partial and contingent nature of solutions, tend to be dismissed as unnecessarily complex and inaccessible. Epistemological diversity in educational research also presents challenges for inducting teacher education students into the profession. We outline some of these challenges in a discussion of epistemological diversity in research in education. We also describe differences in how research traditions construct educational problems. We argue that crossing epistemic boundaries is a necessary condition of the educational practices of teachers and of those preparing to join their ranks. We compare and contrast knowledge-producing processes in education and identify the repertoires of capabilities and habits of mind associated with different epistemologies or ‘angles’. We suggest that the impact of educational research, including its contribution to teacher education programs, policy and public debate about issues in education, might be enhanced through a heuristic suite of four angles that are each understood to be necessary but not sufficient on their own. We provide a brief worked example of how such a heuristic might be applied to make sense of the diverse bodies of research regarding student engagement in school. 相似文献
7.
In this study we investigate how federal and state policy makers, and school principals are working to improve science teacher
quality. Interviews, focused discussions, and policy documents serve as the primary data source. Findings suggest that both
policy makers and principals prioritize increasing incentives for teachers entering the science teaching profession, providing
professional development for new teachers, and using students’ data to evaluate and improve instruction. Differences between
the two leadership groups emerged in terms of the grain size and practicality of their concerns. Our findings indicate that
the complexity of educational challenges to improve science teacher quality call for the co-construction of policy by multiple
constituent groups including school principals, federal and state policy makers, and science education researchers. 相似文献
8.
师范教育改革和教师教育发展,要求教师教育专业化。教师教育专业化关键是从事教师教育工作的教师的专业化。教育学专业作为教育科学研究和人才培养的主要依托阵地,为了应对面临的各种严重挑战,必须通过教育学专业改造,积极调整专业设置,合理定位专业目标,加大教育类课程内容体系的改革和促进教师教育专业教师队伍建设,以实现师范大学教育学院人才培养模式的成功转型。 相似文献
9.
The purpose of this study was to describe the teaching and leadership experiences of a science teacher who, as head of department, was preparing to introduce changes in the science department of an independent school in response to the requirements of the new junior science syllabus in Queensland, Australia. This teacher consented to classroom observations and interviews with the researchers where his beliefs about teaching practice and change were explored. Other science teachers at the school also were interviewed about their reactions to the planned changes. Interpretive analysis of the data provides an account of the complex interactions, negotiations, compromises, concessions, and trade-offs faced by the teacher during a period of education reform. Perceived barriers existing within the school that impeded proposed change are identified. 相似文献
10.
In this research project, we investigated two beginning secondary science teachers' efforts to learn to teach science in ways that build from and celebrate the ethnic, gender, linguistic, and academic diversity of their students. To do so, we followed Troy and Brian from their preservice teacher education experiences through their first year of teaching 8th grade physical science at local junior high schools. We also conducted a follow‐up observation and interview with each participant after he had moved past the beginning stage of survival in the teaching profession—once in his fourth year of public school science teaching. Through qualitative analysis of interviews, classroom observations, and teachers' written work, we identified patterns and explored commonalities and differences in Troy and Brian's views and practices tied to equity over time. In particular, we examined successes and challenges they encountered in learning to teach science for all (a) from their students, (b) from inquiry into practice, and (c) from participation in professional communities. In our implications, we suggest ways teacher educators and induction professionals can better support beginning teachers in learning to teach science to all students. In particular, we highlight the central roles both individual colleagues and collective school cultures play in aiding or impeding beginning teachers' efforts to learn from students, from practice, and from professional communities. © 2006 Wiley Periodicals, Inc. J Res Sci Teach 44: 586–612, 2007. 相似文献
11.
Shelley Stagg Peterson Audrey Madsen Jayson San Miguel Soon Young Jang 《Early Years: An International Journal of Research and Development》2018,38(1):53-67
Ten teachers in kindergarten and grade one classrooms in remote northern Canadian Ojibway communities, and two consultants from a First Nations Student Success Program participated in focus group discussions about the place of rough and tumble and superhero play, and teachers’ roles in preventing relational and physically aggressive play in school. This paper reports on issues related to sociocultural influences on perceptions of play involving objects to which Indigenous children assign implicit roles as guns, and teachers’ concerns about external perceptions of teachers’ roles vis-à-vis rough and tumble play in school. Implications for teacher practice and for teacher education include establishing boundaries and negotiating rules and consequences with students, and teaching problem-solving approaches. Teachers’ expressed need for exposure to research on rough and tumble play in teacher education and professional development initiatives is consistent with the findings of previous research. This study provides perspectives from teachers in a non-mainstream teaching context on a controversial topic with mixed views coming from researchers and media reports. 相似文献
12.
This paper reports research that attempts tomake sense of the complexity of mathematicsteaching and its development at secondaryschool level. The research was conducted inpartnership between two teachers and twoeducator/researchers over one school term intwo U.K. schools. A theoretical construct, theteaching triad, was used as an analyticaldevice (by the researchers) and as a reflectiveagent for teaching development (by theteachers). The focus of analysis was theinteractions between teacher and students atwhole class and small group level. Both micro-and macro-analyses were undertaken. We presentdetails of the processes involved in examplesfrom the teaching of one teacher as shetranslated theoretical aims into classroompractice. The use of the triad allowed accessto complexity, involving both psychological andsociological elements, and to the position of asincere teacher with respect to competingforces in the educational system. Thepotential of the triad for teacher and teachingdevelopment is discussed. 相似文献
13.
A science teacher and her mentor reflect on their participation in the Learning Research Cycle, a professional learning model
that bridges research and practice in both university and public school contexts. Teachers do scientific research in scientists’
laboratories, then bridge their scientific experiences with the design of new classroom learning environments and teacher-driven
educational research projects. Science students do scientific research via their teachers’ lessons that bridge laboratory
research with classroom learning. Scientists and educational researchers bridge their research interests to create new questions
centered on teaching and learning in authentic science learning environments. The authors engaged in this qualitative inquiry
present their perspectives on “what goes on,” “what we have learned,” and “what it means to the larger community.” 相似文献
14.
《Teaching and Teacher Education》1993,9(4):397-409
The concept of bounded rationality was used to understand how a middle school science teacher dealt with the complexities of teaching two classes differing in levels of student achievement. The teacher constructed a mental model of teaching for her two classes based on her perceptions, beliefs, emotions, and affects about student characteristics. The teacher had the same mental model for the two classes, despite the fact that the two classes were quite different in achievement levels. Compared to the objective reality of differences between the two classes, her mental model of equal treatment seemed subjective. Her teaching behavior in the two classes was generally consistent with her mental model of teaching. The findings indicate patterns of teacher thinking and behavior that can largely be explained within the framework of bounded rationality. The findings also suggest implications for teacher change. 相似文献
15.
Wilfried Admiraal Maartje Buijs Wout Claessens Terence Honing Jan Karkdijk 《Educational Action Research》2017,25(2):316-331
The impact of scholarly research in education on the educational practice in secondary school is low. Academics examine problems that teachers in school perceive as irrelevant, want to publish in peer-reviewed journals instead of disseminate their work, and aim at generalizing insights rather than improving school practice. Teacher research might be a way to link educational academic research and teaching practice aiming at furthering professionalism in teaching, improving teaching practice and extending the knowledge base on teaching and learning. Four experienced secondary school teachers systematically investigated their classes, guided by a supervisor. Their materials as well as formal and informal communication with their supervisor and with each other were analysed. Related to their research projects, these teachers reported significant changes in their understanding of student learning and their teaching. They took different perspectives on teaching, looked at alternative solutions for problems, and reflected more deeply on their own teaching as well as teaching of their colleagues. Although each of them published an article in a peer-reviewed journal, they reported difficulties with extending the knowledge base on teaching and learning. Not only did they rarely share results with their colleagues in school because they were perceived as external researchers, they also struggled with writing journal articles and coping with peer reviews. We discuss the value of situated generalization as one of the implications and discuss how teacher research could lead to a new in-between research practice, linking theory and practice, and researchers and teachers. 相似文献
16.
This paper draws attention to basic philosophical perspectives which are of theoretical and methodological interest for science education, general education and curriculum research. It focuses on potential contributions philosophy class can offer if philosophy education opens up for science and for a collaboration of teachers in the context of post-compulsory education. A central educational goal is to connect basic philosophical skills with any curricular intellectual practice. This implies the possibility of crossing disciplinary boundaries. Hence, the present paper questions the disciplinary rigidity of education and aims at bridging the artificial gap between teaching philosophy and teaching science in order to enrich the individual school subjects involved. Towards this end, this article sketches out a conceptual framework for the issue of interdisciplinarity with regard to philosophy and science in upper secondary school. This framework takes into account aspects of the nature of science (NOS), history and philosophy of science (HPS) and the critical thinking approach which have significant implications for teaching. It aims to facilitate a basic understanding of the significant positive impact philosophy could have on improving scientific literacy as well as decision-making in general. I set forth methods of cross-curricular teaching which can promote innovation in education as interdisciplinarity already does in research since there is growing appreciation of collaboration and partnership between philosophy and science.
相似文献17.
教育科研能力对教师专业发展和课堂有效教学具有十分重要的意义。但是,在教育教学改革实践中教师的教育科研能力却凸显薄弱,这种状况已经影响到中小学教师专业水平和教育教学质量的有效提升。因此,在职前师范生教育过程中,开设教育科研知识课程和进行教育科研能力培养训练就显得特别重要。近年来,职前师范生教育科研能力培养问题已经得到越来越多学者和专家的关注。概括起来,主要包括以下几个焦点问题：本科师范生教育科研能力的构成要素,本科师范生教育科研能力的现状,本科师范生教育科研能力相对滞后成因,本科师范生教育科研能力培养模式。 相似文献
18.
The Biology Workbench (BW) is a web‐based tool enabling scientists to search a wide array of protein and nucleic acid sequence databases with integrated access to a variety of analysis and modeling tools. The present study examined the development of this scientific tool and its consequent adoption into the context of high school science teaching in the form of the Biology Student Workbench (BSW). Participants included scientists, programmers, science educators, and science teachers who played key roles along the pathway of the design and development of BW, and/or the adaptation and implementation of BSW in high school science classrooms. Participants also included four teachers who, with their students, continue to use BSW. Data sources included interviews, classroom observations, and relevant artifacts. Contrary to what often is advocated as a major benefit accruing from the integration of authentic scientific tools into precollege science teaching, classroom enactments of BSW lacked elements of inquiry and were teacher‐centered with prescribed convergent activities. Students mostly were preoccupied with following instructions and a focus on science content. The desired and actual realizations of BSW fell on two extremes that reflected the disparity between scientists' and educators' views on science, inquiry science teaching, and the related roles of technological tools. Research on large‐scale adoptions of technological tools into precollege science classrooms needs to expand beyond its current focus on teacher knowledge, skills, beliefs, and practices to examine the role of the scientists, researchers, and teacher educators who often are involved in such adoptions. © 2010 Wiley Periodicals, Inc. J Res Sci Teach 48: 37–70, 2011 相似文献
19.
Lisa A. Borgerding 《Cultural Studies of Science Education》2017,12(1):53-79
Although the concept of “rural” is difficult to define, rural science education provides the possibility for learning centered upon a strong connection to the local community. Rural American adolescents tend to be more religious than their urban counterparts and less accepting of evolution than their non-rural peers. Because the status and perception of evolutionary theory may be very different within the students’ lifeworlds and the subcultures of the science classroom and science itself, a cultural border crossing metaphor can be applied to evolution teaching and learning. This study examines how a teacher may serve as a cultural border crossing tour guide for students at a rural high school as they explore the concept of biological evolution in their high school biology class. Data collection entailed two formal teacher interviews, field note observations of two biology class periods each day for 16 days during the Evolution unit, individual interviews with 14 students, student evolution acceptance surveys, student evolution content tests, and classroom artifacts. The major findings center upon three themes regarding how this teacher and these students had largely positive evolution learning experiences even as some students continued to reject evolution. First, the teacher strategically positioned himself in two ways: using his unique “local” trusted position in the community and school and taking a position in which he did not personally represent science by instead consistently teaching evolution “according to scientists.” Second, his instruction honored local “rural” funds of knowledge with respect to local knowledge of nature and by treating students’ religious knowledge as a form of local expertise about one set of answers to questions also addressed by evolution. Third, the teacher served as a border crossing “tour guide” by helping students identify how the culture of science and the culture of their lifeworlds may differ with respect to evolutionary theory. Students negotiated the cultural borders for learning evolution in several ways, and different types of border crossings are described. The students respected the teacher’s apparent neutrality, sensitivity toward multiple positions, explicit attention to religion/evolution, and transparency of purposes for teaching evolution. These findings add to the current literature on rural science education by highlighting local funds of knowledge for evolution learning and how rural teachers may help students navigate seemingly hazardous scientific topics. The study’s findings also add to the current evolution education literature by examining how students’ religious perspectives may be respected as a form of expertise about questions of origins by allowing students to examine similarities and differences between scientific and religious approaches to questions of biological origins and change. 相似文献
20.
This study concerns teaching and learning development in science through collaboration between science teachers and researchers. At the core was the ambition to integrate research outcomes of science education—here ‘didactic models’—with teaching practice, aligned with professional development. The phase where the collaboration moves from initial establishment towards a stable practice is investigated. The study aims to identifying features of formation and exploring consequences for the character of contact between research and teaching. Specific questions are “What may be identified as actions and arrangements impacting the quality and continuation of the emerging practice?” and “What and in what ways may support teacher growth?” The analysis draws on practice architectures as a theoretical framework and specifically investigates the initial meetings as a practice-node for a new practice, empirically drawing on documented reflections on science teaching, primarily from meetings and communication. The results take the form of an analytical-narrative account of meetings that focused planning, enactment and reflection on teaching regarding the human body. We identify enabling actions such as collaborative work with concrete material from the classroom and arrangements such as the regular meetings and that the collaborative group had a core of shared competence—in science teaching and learning. Constraining were actions such as introducing research results with weak connection to practical action in the school practice and arrangements such as differences between school and university practice architectures and the general ‘oppression’ of teachers’ classroom practice. The discussion includes reflections on researchers’ roles and on a research and practice base for school development. 相似文献