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Peers Cheryl E. Diezmann Carmel M. Watters James J. 《Research in Science Education》2003,33(1):89-110
Internationally, considerable reform in science education is occurring which promotes constructivist philosophies and advocates constructivist-inspired pedagogical strategies that are new to many teachers. This paper reports on the supporting factors necessary for teacher professional growth and the issues of concern that were evident during one primary teacher's successful implementation of a unit of work based on a draft of a new state-wide science syllabus which proposes such approaches. One researcher (CEP) provided guidance during the writing and implementation of the unit through professional development workshops complemented by ongoing collegial support. The analysis of the teacher's practice reveals that professional growth required a willingness of the teacher to engage with change and modify his professional practice. The support factors for teacher growth consisted of an appropriate program of professional development, teacher understanding of the elements of the curriculum innovation, and successful experiences in implementing new approaches. In contrast, the issues of concern were: the adequacy of support for planning including the time required to understand the innovation and make changes to teaching practice; science equipment; teacher knowledge; classroom management strategies; and ways to cope with change. Understanding of these support factors and issues of concern is vital for the successful implementation of science curriculum innovations. 相似文献
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Maria Poulou 《Teachers and Teaching》2013,19(6):555-574
In a context where the role of the teacher and teacher education are undergoing considerable change, the role of educational psychology in teacher preparation is discussed within a new framework. Educational psychology is now perceived as an inherent component within teacher training and professional development, having previously been an additional course and often considered irrelevant to teaching practice. The current paper discusses the relationship between educational psychology and teacher preparation. Educational psychology's contribution to teachers' professional development is delineated through the constructs of teachers' prior beliefs about teaching, reflective practice and self‐efficacy, while its contribution to the improvement of teacher–pupil interaction is viewed through the lenses of instruction theories, social and emotional learning, special educational needs and classroom management. It is argued that through a productive dialectic dialogue between educational psychology and education, educational psychology provides the knowledge defined by its field to be utilized by teachers, whereas at the same time, teachers gain a wider reconceptualization of their practice. 相似文献
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Julie Herron 《Journal of Early Childhood Teacher Education》2013,34(4):360-372
This case study involved examination of the evolution of mathematical beliefs of three prekindergarten teachers. The researcher followed three teachers at one school in west Alabama over the course of 6 months as they implemented a new mathematics curriculum in their pre-K classrooms. Interviews were conducted prior to implementation and at the end of the school year. Classroom observations were done throughout the implementation process. Three themes emerged from the data (a) math resources for the pre-K classroom, (b) pushing beyond—thinking mathematically, and (c) instructional strategies used the pre-K classroom. These themes revealed how all of the teachers' perceptions of early childhood mathematics curriculum and instruction evolved during the course of the study. These findings have implications for early childhood teacher education programs and professional development. 相似文献
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袁丽 《高等师范教育研究》2013,(6):19-24,12
产生于20世纪七八十年代的关怀主义教育哲学从师生关系、课程中的教师角色、教师素质、教师德育能力、教师关怀方法等方面阐述了丰富而独特的教师观,从而影响了教师教育领域内的课程设置、教师专业标准、初任教师培养模式等方面,成为当今教师教育思想的一个重要来源。 相似文献
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This paper describes the development and use of the Creative Learning Assessment (CLA) as a means of evidencing, supporting and promoting children's creative learning in arts‐based contexts. The research team at the Centre for Literacy in Primary Education (CLPE) worked with a group of teachers in inner‐city Lambeth primary schools to develop an assessment system to record the impact of a creative curriculum on children's achievement and to enable schools to justify a broad‐based provision. The Assessing Learning and Communication in Creative Learning Contexts project, funded by CfBT Education Trust (CfBT), aimed to offer teachers a view of creative learning development and a framework for teacher assessment. It set out to provide a close focus on the learner and a valuable source of information for curriculum planning. This article discusses the effect of working with the CLA on children's learning and on teachers' practice through a case study of one project school, and the implications for schools and classrooms from the perspectives of the researcher and the teacher. 相似文献
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Heather Leary Samuel Severance William R. Penuel David Quigley Tamara Sumner Holly Devaul 《Journal of Science Teacher Education》2016,27(1):61-77
This paper examines the impacts of technology (e.g., Chromebooks, Google Drive) on teacher learning and student activity in the development and implementation of a deeply digital high school biology unit. Using design-based implementation research, teachers co-designed with researchers and curriculum specialists a student-centered unit aligned to the Next Generation Science Standards (NGSS) that utilizes classroom technology. Qualitative and quantitative data were collected to understand the barriers that inhibit the implementation of a digital curriculum as well as the extent that teachers engage in the design process and begin to make shifts in their practice. We found that through the co-design process teachers began to shift their knowledge of NGSS, technology implementation, and adapted to tensions and barriers inherent in the process. 相似文献
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Rowena Watts 《Literacy》2007,41(2):102-109
This paper explores one way that teachers can develop creativity within potentially limiting confines and pressures of curriculum guidelines. The researcher considers the inclusion of film as a creative, engaging and effective strategy for teaching reading using data from a small‐scale research project. Hypotheses are based on analysis of activities that use moving image as an alternative text to printed books. During the project's teaching sequence, children are familiarised with film as a moving image, ideas are captured, the teacher demonstrates the use of techniques in meaning making, before the children finally show their understanding through their work. In this instance, the children were involved in making their own films, acting as directors, film crew, sound technicians, illustrators and narrators. As the partial purpose of the study was to explore the practical logistics of developing a creative teaching style within a structured curriculum, tight timings were an essential aspect of the validity of the work. All the teaching was completed within the normal hourly lesson for literacy, and the basic structure of lessons was maintained – an introduction with whole‐class work, followed by individual/paired or group work and concluded with a plenary. The researcher values the creative use of film as a powerful experience in itself and the study aimed to substantiate these beliefs by exploring both the accessibility and the results of harnessing the power of film within literacy teaching. 相似文献
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This study focuses on the experience of designing and implementing an action research-based curriculum in a secondary science classroom. By systematically examining ourselves and our practices, we brought to light beliefs and values that were realized through this process, came to a deeper understanding of our own learning, and developed new awareness as teachers and researchers. Here, we provide our perspective on how the process of curriculum design and implementation facilitated our personal and professional growth, and we share this as an example of how teacher educators and kindergarten through grade 12 teachers can position one another as generators and disseminators of knowledge through collaborative self-study to inform their own and others' teaching practices. 相似文献
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Christine N. Lippard Kristina Tank Melissa C. Walter Jackie Krogh Karen Colbert 《Journal of Early Childhood Teacher Education》2018,39(3):193-212
In early childhood education and early childhood teacher preparation, science is often a challenging academic content area. However, young children are primed for science learning, and early science learning is important for later science achievement. The current study presents an embedded case study of one early childhood teacher preparation program that undertook a process of infusing and aligning science teaching preparation across a curriculum preparing preservice teachers to work with children ranging in age from birth through third grade. Major themes fell into the three categories—motivation for change; the process of improving and aligning across a program; and science attitudes, beliefs, and experiences in the midst of change. Implications are discussed in terms of improving preparation for teaching early science and aligning across courses in early childhood teacher preparation. 相似文献
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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
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张翔昕 《湖南师范大学教育科学学报》2020,(1):103-110
当前课程改革已进入全面深化阶段,课程标准的落实是其中的关键环节。地方教研机构在课程标准的落实中扮演着重要角色,对其发挥的作用进行研究有利于推进课程实施。根据古德莱德的五级课程理论,课程标准转化为实际的教学需要经历三个环节,每个环节中都可能会出现偏离课程标准的情况。为了顺利地落实课程标准,X区教育学院主要通过开发细化课程标准的文本促进教师对课程标准的理解;通过开发教学范式引导教师基于标准的教学;通过完善评价机制为课程的实施提供反馈;探索新的教师研修模式为教研机构的作用发挥提供保障。 相似文献
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Anja Thorsten 《Educational Action Research》2017,25(1):140-154
The purpose of this article is to discuss and describe how a clinical research method can be used to generate knowledge about teaching and learning. This will be addressed from a teacher researcher’s perspective, taking a conducted Learning Study as the departure. Learning Study is an interventionist, iterative and collaborative research approach, focusing on the teaching of an object of learning. The actual study was conducted by a teacher researcher leading a teacher research team in a study about story-writing in primary school. The research process and the results are discussed using four areas that are described as dichotomies by Labaree (Labaree, D.F. 2003. “The Peculiar Problems of Preparing Educational Researchers.” Educational Researcher 32 (4): 13–22). Labaree states that teacher researchers need to go from being normative, experimental, personal and particular to being analytical, theoretical, intellectual and universal. By using examples from the Learning Study, I argue that these areas do not have to be seen as dichotomies; instead they can be combined and intertwined. Thus, in a Learning Study, elements from both the teaching practice and the academic practice matter, thus enhancing the possibility that results are useful for practitioners. 相似文献
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Graham Goulding 《School Leadership & Management》2013,33(2):197-202
A school has used a full‐time post as teacher researcher, supporting a curriculum development team, and herself being supported by a consultant from Higher Education. Issues and outcomes are discussed including the role of data collection in educational decision‐making, and ways in which both the teacher‐researcher, and her colleagues must rethink their planning approach. Finally, we consider how this model might be developed under grist to evaluate whole‐school effects on INSET. 相似文献
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The Common Core State Standards (CCSS) were adopted in an effort to create a consistent set of standards across schools, districts, and states in order to ensure equality of educational opportunities for all students in the country. Educational reform through standardization implies that across thousands of miles and millions of students, individual classroom teachers are able to create equitable instruction based on policy and curriculum mandates. For such reform efforts to be successful, standards must be implemented with fidelity, thoroughness, and strong support from stakeholders. The present study examines the role of teacher preparation for CCSS implementation, notably in rural and economically depressed districts in the American South. Teachers were surveyed about their CCSS professional development experiences and needs, CCSS instructional and assessment practices, and perceptions of student learning related to new standards. The analysis reveals that teachers do not feel fully prepared to teach according to CCSS, and highlights areas of professional development where districts failed to support effective teacher implementation. Findings from this study illustrate inequitable professional development for teachers and provide implications for professional development types, content, and quality that teachers perceive as essential for CCSS success. 相似文献
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职前教师的教育实习在职前教师教育中的地位与作用越来越被大家认可。然而,对于教育实习这样一门综合实践课程,目前国内外对其课程设计与安排的理论探讨还略显不足。美国课程理论家小威廉姆.多尔提出的后现代"过程导向"的课程观及课程标准对于教育实习在课程目标、课程内容、课程实施、课程组织与评价等方面的规划与实施具有重要的启示意义,也可为思考我国教师教育实习的改革提供些许借鉴。 相似文献
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以高职院校教师说课竞赛活动为背景,依据课程标准,按照基于工作过程的课程观设计教师说课方案,目的是更新教师教育理念,转变教育思想,检验教师及团队的教学能力、学习能力、教育教学研究能力、指导学生实际工作的实践技能及社会联系与沟通的能力,从而进一步提升高职教师课程开发能力、专业教学能力和专业实践能力。 相似文献
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This study examines: 1) how Korean elementary school teachers perceive recent curriculum reforms; 2) where their perceptions emanate from; and 3) what support teachers need in order to implement curriculum reforms actively and effectively. This study has shown that teachers generally harbour negative and unconstructive feelings about curriculum reform. These feelings negatively impact their involvement in and commitment to implementing reform. Several issues to be considered for teacher training and support evolved from our analysis of teachers' perceptions of the curriculum reform and the implementation: first, teachers are insufficiently provided with professional development programmes that support curriculum implementation; second, teachers lack opportunities to work through implementation problems and difficulties with peer teachers; and last, contextual and cultural constraints inhibit implementation of curriculum reform. Based upon these findings, this study makes several suggestions for teacher educators and curriculum policymakers. 相似文献
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体育教师的专业素质是学校教师队伍整体质量的重要组成部分,为学校的可持续发展提供保证．在新课改背景下,分析中小学体育教师应该具备怎样的专业素质以适应课程改革发展的要求,进而提出体育教师应该以一名学习者、反思者、研究者、合作者和创造者的身份,在体育教学中不断地提高自身专业素质,更好的适应时代发展的要求． 相似文献
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Many large-scale studies (Berman and McLaughlin 1975; Emrick and Peterson, 1978) and reviews (Fullan and Pomfret, 1977) have indicated the need for curriculum developers to pay more attention to the process of implementing new curriculum materials. This study draws upon the tools of the Concerns-based Adoption Model developed by Hall and Loucks to gather information about teacher implementation behaviour in relation to the Curriculum Development Institute of Singapore (CDIS) Social Studies curriculum package. The Innovation Configurations checklist and an openended teacher-concerns questionnaire were administered to 725 teachers from 70 primary schools during two survey periods, March to May 1986 and July to September 1986. Analysis of the data provided understanding of teachers' actual use of the various components of the curriculum and their main concerns. Unacceptable and weak teacher practices were revealed in the field-trips, project work, testing and the teaching of concepts components of the curriculum package. In addition, teachers seemed more concerned about the content area of Social Studies rather than the skills which the curriculum package advocated. The data forms a basis for the development of more effective implementation-facilitating activities. 相似文献