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1.
Paul van der Zande Arend Jan Waarlo Mieke Brekelmans Sanne F. Akkerman Jan D. Vermunt 《International Journal of Science Education》2013,35(15):2037-2067
Recent developments in the field of genomics will impact the daily practice of biology teachers who teach genetics in secondary education. This study reports on the first results of a research project aimed at enhancing biology teacher knowledge for teaching genetics in the context of genetic testing. The increasing body of scientific knowledge concerning genetic testing and the related consequences for decision-making indicate the societal relevance of such a situated learning approach. What content knowledge do biology teachers need for teaching genetics in the personal health context of genetic testing? This study describes the required content knowledge by exploring the educational practice and clinical genetic practices. Nine experienced teachers and 12 respondents representing the clinical genetic practices (clients, medical professionals, and medical ethicists) were interviewed about the biological concepts and ethical, legal, and social aspects (ELSA) of testing they considered relevant to empowering students as future health care clients. The ELSA suggested by the respondents were complemented by suggestions found in the literature on genetic counselling. The findings revealed that the required teacher knowledge consists of multiple layers that are embedded in specific genetic test situations: on the one hand, the knowledge of concepts represented by the curricular framework and some additional concepts (e.g. multifactorial and polygenic disorder) and, on the other hand, more knowledge of ELSA and generic characteristics of genetic test practice (uncertainty, complexity, probability, and morality). Suggestions regarding how to translate these characteristics, concepts, and ELSA into context-based genetics education are discussed. 相似文献
2.
《Studying Teacher Education》2013,9(2):193-204
This paper describes a self-study research project that focused on our experiences when planning, teaching, and evaluating a course in initial teacher education. The theoretical framework of technological pedagogical content knowledge (TPACK) was used as a conceptual structure for the self-study. Our understanding of the framework in relation to our teaching practice was in focus. The principal educational goal of the course was to develop the pedagogical use of web 2.0 resources to support learning in the preschool/school context. As a result, the focus, content, form of distribution, teaching, and assessment of the course went beyond what is common in initial teacher training in Sweden. The potential of the different digital tools was explored by situated use in the design and teaching of the course. Analysis highlights the challenges and opportunities that teacher educators and student teachers may encounter while working with, and learning about, information and communication technologies to support learning. Some of the findings discussed are related to the identified challenges and opportunities for both teachers and students to integrate content knowledge, pedagogical knowledge, and technological knowledge into a TPACK. Taken-for-granted organizational and institutional assumptions about teaching, learning, and assessment in teacher education were identified in the study. 相似文献
3.
《Studying Teacher Education》2013,9(3):267-283
This collaborative self-study examines the critical friendship of two doctoral students charged with teaching a methods course in elementary social studies. The authors formed a critical friendship in Fall 2010, initiated by participation in a teacher educator community of practice that encouraged collaboration. With limited experience in elementary education, the authors created a space to investigate the limitations and opportunities in teaching a course outside their educational expertise. The result was a space of support in three forms: pedagogical, affective, and intellectual. Pedagogical support was provided through the process of curriculum development and the sharing of classroom strategies, affective support resulted from the validation of feelings related to status and time, and intellectual support allowed the authors to uncover personal philosophies for teaching elementary social studies and to analyze how program structures influenced their instruction. Findings suggest that novice teacher educators could benefit greatly from critical friendships that may help them become more reflective and better navigate the process of learning to teach teachers. In addition, the authors found that critical friendships can minimize the feelings of being an outsider and allow for collaborative insights into the inner workings of teacher education. 相似文献
4.
Melina Furman Angela Calabrese Barton Ben Muir 《Cultural Studies of Science Education》2012,7(1):153-174
An urgent goal for science teacher educators is to prepare teachers to teach science in meaningful ways to youth from nondominant
backgrounds. This preparation is challenging, for it asks teachers to critically examine how their pedagogical practices might
adaptively respond to students and to science. It asks, essentially, for new teachers to become researchers of their own beginning
practice. This study explores the story of Ben as he coauthored a transformative action research project in an urban middle
school as part of a teacher education program and, later, over his first year of teaching at that same school. We describe
how Ben and his partner teacher created innovative spaces for science learning. This offered Ben an opportunity to make some
of his deeply engrained pedagogical beliefs come alive within a context of distributed expertise, which provided for him a
space of moderate risk where he could afford the chances of failure without undermining how he felt about his own capacity
as a teacher. Our study highlights the importance of creating reform opportunities within the context of teacher education
programs that may help beginner teachers construct positive images of teaching that they can hold on to in their future practice. 相似文献
5.
Eunice Mthethwa-Kunene Rian de Villiers 《International Journal of Science Education》2013,35(7):1140-1165
This study explored the pedagogical content knowledge (PCK) and its development of four experienced biology teachers in the context of teaching school genetics. PCK was defined in terms of teacher content knowledge, pedagogical knowledge and knowledge of students’ preconceptions and learning difficulties. Data sources of teacher knowledge base included teacher-constructed concept maps, pre- and post-lesson teacher interviews, video-recorded genetics lessons, post-lesson teacher questionnaire and document analysis of teacher's reflective journals and students’ work samples. The results showed that the teachers’ individual PCK profiles consisted predominantly of declarative and procedural content knowledge in teaching basic genetics concepts. Conditional knowledge, which is a type of meta-knowledge for blending together declarative and procedural knowledge, was also demonstrated by some teachers. Furthermore, the teachers used topic-specific instructional strategies such as context-based teaching, illustrations, peer teaching, and analogies in diverse forms but failed to use physical models and individual or group student experimental activities to assist students’ internalization of the concepts. The finding that all four teachers lacked knowledge of students’ genetics-related preconceptions was equally significant. Formal university education, school context, journal reflection and professional development programmes were considered as contributing to the teachers’ continuing PCK development. Implications of the findings for biology teacher education are briefly discussed. 相似文献
6.
This article is part of a broader investigation exploring how contemporary art allows us to think about the process that underpins our teaching and learning in order to change it. We are tutors in initial teacher education and we teach, learn and communicate through contemporary art for a pedagogical module. In the following article we will show how teaching, learning and communicating through contemporary art helps future teachers to be aware of their educational models. Art encounters generate new learning and teaching experiences by allowing students and teachers to make various rhizomatic wanderings. The rhizomatic wanderings are diverse with the content and the form depending on the personal experience. The article concludes that the more rhizomatic wanderings future teachers make, the more they will be able to rethink the process of teaching and learning in order to attend to the diverse situations of classrooms of the twenty‐first century. 相似文献
7.
Yuen Sze Michelle Tan 《Educational Action Research》2013,21(3):411-427
This paper explores how a learning theory enriched a collaborative teacher inquiry discourse where lesson study was adopted as the educational action research model to promote teacher professional development. Four Grade 9–10 biology teachers in Singapore drew from variation theory to collaboratively plan and teach new genetics content as part of teacher research. As a researcher-facilitator, I have drawn from the teachers’ experiences of infusing variation theory into their teaching practice, of developing their own theories of teaching and learning, and of developing student-focused pedagogies to highlight the roles variation theory played. These included providing concrete examples of patterns of variations teachers could use, increasing the teachers’ attention and sensitivity to students, and developing the teachers’ theoretical lens in their approach to teaching. Reflecting on the teachers’ experiences, I made an appeal for teachers’ development of theoretical lenses in teacher inquiry, and bridging of theory and research to teaching practice. 相似文献
8.
乔明文 《渭南师范学院学报》2012,(8):90-94
信念的研究是判断教师教育成效的一项重要指标,是当前教师教育中最有价值的一部分。职前教师信念由于受到先前经验和信念本身特质等因素的影响,不易改变,教师教育应该对职前英语教师的信念进行检视与再建构。在自我反思教学模式下发展起来的教育行动研究是近年来国外教育界探究和实践的一种教学理论,是一种非常适合没有接受过教育研究训练的职前教师的研究方法。开展行动研究有助于职前教师将理论学习与教学实践相结合,在教学实践过程中,充分利用有限的直接经验进行教学反思,不断检视、并重构教师信念,提升教学行为。 相似文献
9.
This article examines teacher professional learning about pedagogy for teachers of students with severe intellectual disabilities within broader teacher education and pedagogical frameworks for this group of learners. The article presents and discusses findings from a USA–England research project, involving classroom observations and interviews with nine teachers of students with severe intellectual disabilities from four specialist public school settings, intended to explore teachers’ pedagogical decision-making and learning. The theoretical lens of situated learning and the conceptual lens of evidence-based practice are used to contextualise and examine the teachers’ views about the what, how and when they learn about pedagogical approaches and strategies. Teachers emphasised the situated and interactional nature of their learning, particularly highlighting the personal responses of students and their relationship with these students. They use this knowledge and understanding to adapt evidence-based strategies and programmes and inform their pedagogical decisions. This affords the concepts of ‘situated generalization’ and ‘practice based evidence’ an influential role in how teachers engage in the process of pedagogical decision-making. An implication for teacher educators is the need to support teachers in making connections of new pedagogical understandings and skills with the individual learning profiles and responses of their students with severe intellectual disabilities. 相似文献
10.
Anne Christine Hume 《Research in Science Education》2012,42(3):551-565
The challenge of preparing novice primary teachers for teaching in an educational environment, where science education has
low status and many teachers have limited science content knowledge and lack the confidence to teach science, is great. This
paper reports on an innovation involving a sustained simulation in an undergraduate science education course as a mediational
tool to connect two communities of practice—initial teacher education and expert primary science teaching. The course lecturer
and student teachers role-played the expert classroom teacher and primary students (Years 7/8) respectively in an attempt
to gain insights into teaching and learning through authentic activity that models good practice in primary science teaching
and learning. Activity theory was used to help frame and analyse the data. Findings from the first trial indicate that the
simulation was very effective in initiating science pedagogical content knowledge (PCK) development of primary student teachers. 相似文献
11.
12.
《牛津教育评论》2013,39(3-4):483-494
If it is true that educational research should not merely offer us better understandings of educational processes, but also offer us suggestions for good practice by ascertaining 'what works' most effectively in diverse contexts, then there are potentially four ways in which such research could be of use to those engaged in teacher education. This paper explores three of them-those which it argues are of most use to teacher educators. From research into the processes of teaching and learning we have learned a great deal about the complex nature of teachers' expertise and the extent to which it is determined by highly specific contexts. In seeking to understand more about the processes involved in learning to teach we have come to recognise the strength of the personal agendas that beginning teachers bring with them and the active role they play in negotiating their own learning. On this basis research offers teacher educators a number of suggestions for good practice: about the ways in which we should expect beginning teachers to make use of research-based generalisations; about how we can help them gain access to the wealth of expertise embedded in the practice of experienced teachers; and about how we can encourage them to subject their own preconceptions to serious critical evaluation. 相似文献
13.
As teacher educators, preparing student–teachers who are able to address diverse student needs is our main concern. It has been suggested in the literature that teachers who are adaptive to students’ needs are those who possess adequate pedagogical content knowledge or pedagogical understanding. However, it is not uncommon for teacher educators to find student–teachers with diverse pedagogical understandings even at the point of graduation from the teacher education programme. This paper aims to explain and analyse the development of pedagogical understanding among student–teachers in an initial teacher education programme. The findings are drawn from a study conducted at the Hong Kong Institute of Education where in-depth interviews were carried out during the four-year programme. The findings from the three selected cases provide an explanation for why some individual student–teachers show continuous development, whereas others remain confused in their pedagogical understanding throughout the teacher education programme. While acknowledging individual differences in pedagogical understanding, we attempt to explain such differences by investigating the relationship between different dimensions of the student–teachers’ learning such as the integration of pedagogical understanding with the teaching contexts, integration of feedback from lecturers and supporting teachers, and their focus of concern. The findings reveal that the three cases demonstrate different levels of pedagogical understanding and possess varying ‘senses of agency’. Of the three cases, the first one, Peggy has the strongest sense of agency. Despite influences related to classroom management, diverse learning ability among pupils, and the teaching methods which pupils were accustomed to previously, she actively introduced rhythmic movements into her lessons, developed pupils’ ability to learn gradually and achieved an impact on pupils’ learning which was also recognized by her supporting teacher. The analysis suggests that the second case, Lilian has a weaker sense of agency as she was severely limited by influences in the teaching context in her first teaching practice and resorted to teacher-centered teaching strategies. She improved later on in the programme and started to plan her own learning, drawing on the feedback she received as well as learning from other taught modules, from feedback from various sources, and from her pupils’ responses to her teaching and her own evaluation of her teaching. The third case, Stephanie remained confused throughout the programme and struggled with the implementation of student-centered teaching strategies. The ability to practice one’s own convictions and demonstrate an active sense of agency distinguishes the student–teacher who achieves better pedagogical understanding. Drawing on the findings, the paper concludes that it is crucial for teacher educators to identify ways to nurture a sense of agency among student–teachers. Implications for teacher education programmes are discussed, including providing opportunities for student–teachers to be able to articulate and integrate their pedagogical understandings, as well as negotiate how to accomplish their learning and teaching targets despite complex classroom situations. 相似文献
14.
《Asia Pacific Journal of Education》2012,32(4):441-454
In line with the Ministry of Education's vision of the delivery of twenty-first century competencies amongst all students in Singapore, the National Institute of Education in Singapore employs service learning as a pedagogical tool to develop community outreach and engagement. This paper begins with a review of related literature on service learning as a means of enhancing the quality of pre-service teacher education programmes internationally. It then looks at how the teaching of the English language may be used as a principal means by which students can make an impact on a local community of their choice in the Singaporean context. It draws attention to the nexus of theory and practice via highlighting three service-learning projects where the vital relationship between the pedagogical methods area of study known as Curriculum Studies on English Language Teaching and the opportunity to practise English language teaching outside the traditional clinic field experience offered through practicum posting are presented. The paper concludes with the proposition that service learning promotes active citizenry and moral education of youth and allows student teachers an opportunity to build deep partnerships with the community even before they step into the teaching profession as full-fledged teachers. 相似文献
15.
Stefannie de Sá Ibraim 《International Journal of Science Education》2016,38(12):1996-2025
Many researchers have highlighted the important role of teachers in creating and managing argumentative, as well as the need for teachers, during their training, to have opportunities to develop knowledge about arguments, enabling them to work from the perspective of argumentation. This study investigates to what extent a context of explicit teaching of argumentation contributed to developing this knowledge. The data sources include video records of explicit teaching of argumentation, collection of materials produced and used by pre-service teachers, and field notes. Analysis of the data indicates that the explicit teaching of argumentation influenced the conceptual learning of pre-service teachers concerning the elements interwoven into argumentative practice, especially evidence and justifications, and the development of pedagogical aspects in the context of argument. Although the pre-service teachers had expressed some teaching knowledge of argumentation in classroom discussion situations, the use of this approach in teaching situations still appears to be challenging for these teachers. The findings of this study highlight contributions to the area of teacher education in argumentation in terms of knowledge that is essential to plan and conduct argumentation-based teaching, and also to the structure of the initial teacher training programmes directed at teaching in argumentation. 相似文献
16.
Emmanuel O. Acquah Nikolett Szelei Heidi T. Katz 《British Educational Research Journal》2020,46(1):122-139
Despite multiculturalism being discussed in teacher education, teachers still often feel insecure in the classroom around developing meaningful practices. This might be due to several issues about how preservice teachers are taught. In this article, modelling culturally responsive pedagogy is demonstrated as a promising strategy in shaping preservice teachers’ learning experiences and facilitating the finding of pedagogical responses in their future work. The article examines preservice teachers’ awareness of modelling as a teaching strategy in a multicultural education course in Finland, and the ways in which they connected the modelled strategy to their own learning and intentions for future teaching. A total of 246 reflective learning journals were analysed qualitatively, using a constant comparison approach. The results indicate that preservice teachers recognised and reflected on modelling culturally responsive pedagogy. They highlighted several aspects of the culturally responsive activities, environment and teacher educator behaviours modelled for them. For some preservice teachers, this recognition stayed at the level of personal awareness of own learning on the course, but for others these revelations were springboards to start forming ideas about future teaching practice. Preservice teachers articulated their intentions about the kind of teachers they would like to become, their principles in teaching, as well as specific teaching/learning activities. We present how the modelling of culturally responsive pedagogy strategies allowed preservice teachers to self-reflect, critique and connect their own learning experiences to future practice. Therefore, modelling culturally responsive pedagogy is argued to be a fruitful strategy in teacher education. 相似文献
17.
In this study, the actual position of collaborative learning (CL) in teacher education is examined. One hundred and twenty teacher educators and 369 student teachers are surveyed on general educational beliefs, mental models and conceptions related to CL. The self‐efficacy and the implementation of CL are also taken under scrutiny. The results reveal that CL is highly valued as a teaching strategy for primary school children; however, student teachers do not prefer to collaborate themselves during their learning process. Student teachers’ self‐efficacy towards the use of CL is moderate. Collaborative learning is implemented once in a while in teacher education, and student teachers are not intensively trained in the pedagogical use of CL for their future classroom practice. 相似文献
18.
论教师的教育理论意识 总被引：6，自引：0，他引：6
教师对教育理论应该具有一种“肯定性”的“理论自觉”与“理论能力”。教育理论作为一种“实践性理论”,对教师个人教育信念的形成、专家型教师的诞生、教育学机智的获得以及“以理论为灵魂的”教育实践的实施都具有重要作用。教师可以通过参与性的理论学习、系统化的教育学反思以及知识生产式的教育研究来提升自己的教育理论意识。 相似文献
19.
Susan L. Swars Stephanie Z. Smith Marvin E. Smith Lynn C. Hart 《Journal of Mathematics Teacher Education》2009,12(1):47-66
The universal emphasis in mathematics education on teaching and learning for understanding can require substantial paradigmatic
shifts for many elementary school teachers. Consequently, a pressing goal of teacher preparation programs should be the facilitation
of these changes during program experiences. This longitudinal, mixed methods study presents a thorough investigation of the
effects of a distinctive teacher preparation program on important constructs related to prospective teacher preparedness to
teach mathematics for understanding, including mathematics pedagogical and teaching efficacy beliefs, mathematics anxiety,
and specialized content knowledge for teaching mathematics. The results indicate that the programmatic features experienced
by the prospective teachers in this study, including a developmental two-course mathematics methods sequence and coordinated
developmental field placements, provided a context supporting teacher change. These shifts are interpreted through the nature
and timing of the experiences in the program and a model of teacher change processes. The findings provide insights for mathematics
educators as to the outcomes of these programmatic features. 相似文献
20.
Establishing a Competence Profile for the Role of Student-centred Teachers in Higher Education in Belgium 总被引：1，自引：0，他引：1
Annelies Gilis Mieke Clement Lies Laga Paul Pauwels 《Research in higher education》2008,49(6):531-554
The increasing importance of constructivism in higher education has brought about a shift in pedagogy from a focus on the teacher to a focus on the student. This has important implications for teaching and assessment. A student-centred pedagogy implies a different role for the teacher. What exactly does student-centred teaching require from teachers’ actual teaching practice? What is expected from them in order to teach in a student-centred way? It is in order to respond to these questions that this research project has been carried out establishing a core competence profile of student-centred teachers in higher education. Qualitative data were collected by means of semi-structured in-depth interviews with teachers from different institutions for higher education in Belgium, known for their student-centred way of teaching. This research method is innovative compared to the methods used for existing competence lists in the literature, which were usually developed on the basis of conversations with pedagogical experts. By exploring practice and having teachers participate in the development of a competence list, the acceptance of a competence profile is much higher. The result of the project is a validated competence profile which takes into account the critiques on existing competence lists. The competence profile provides a further insight in the functioning of teachers within a student-centred pedagogy and can be used as a starting point for the educational development of teachers within this pedagogy. 相似文献