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1.
Over the past decade, the field of teacher professional learning has coalesced around core characteristics of high quality professional development experiences (e.g. Borko, Jacobs, & Koellner, 2010. Contemporary approaches to teacher professional development. In P. L. Peterson, E. Baker, & B. McGaw (Eds.), International encyclopedia of education (Vol. 7, pp. 548–556). Oxford: Elsevier.; Darling-Hammond, Hyler, & Gardner, 2017. Effective teacher professional development. Palo Alto, CA: Learning Policy Institute). Many countries have found these advances of great interest because of a desire to build teacher capacity in science education and across the full curriculum. This paper continues this progress by examining the role and impact of an online professional development community within the top-down, large-scale curriculum and assessment revision of Advanced Placement (AP) Biology, Chemistry, and Physics. This paper is part of a five-year, longitudinal, U.S. National Science Foundation–funded project to study the relative effectiveness of various types of professional development in enabling teachers to adapt to the revised AP course goals and exams. Of the many forms of professional development our research has examined, preliminary analyses indicated that participation in the College Board's online AP Teacher Community (APTC) – where teachers can discuss teaching strategies, share resources, and connect with each other – had positive, direct, and statistically significant association with teacher self-reported shifts in practice and with gains in student AP scores (Fishman et al., 2014). This study explored how usage of the online APTC might be useful to teachers and examined a more robust estimate of these effects. Findings from the experience of AP teachers may be valuable in supporting other large-scale curriculum changes, such as the U.S. Next Generation Science Standards or Common Core Standards, as well as parallel curricular shifts in other countries.  相似文献   

2.
This case study research reports on elementary (grade 8) and secondary school (grade 9) teachers’ participation in job-embedded, professional learning and engagement in collaborative inquiry. Teachers constructed an inquiry-oriented media literacy unit following the collaborative inquiry model. The current study sought to investigate how collaborative inquiry influenced their self-efficacy in literacy instruction, instructional and assessment practices. Qualitative data sources included researchers’ anecdotal notes, teacher interviews, and professional learning blog conversations. Inductive analyses of the data generated six major themes comprising enhancements to teachers’ literacy instructional and assessment practices, which were evident in their adoption of the backward-design model, use of success criteria, and greater emphasis on diagnostic and formative assessment. With respect to teachers’ self-efficacy, data analyses also revealed increased levels of intrinsic motivation, professional satisfaction, and reflective practice. This study provides evidence for the transformative potential and characteristics of school-based teacher collaborative inquiry and the resultant impacts on teacher learning.  相似文献   

3.
The purpose of this study was to explore the perceptions, attitudes and frequency of use of formative assessment strategies of teachers in the Grenadian lower secondary school (Forms 1, 2 and 3). The study, which was quantitative in nature, involved 252 lower secondary school teachers. Overall the participants had positive perceptions and attitudes towards formative assessment. Significant differences in the perceptions of formative assessment held by trained and untrained teachers (p?p?=?.001) were found. Trained and untrained teachers were found to have similar frequencies of practice of formative assessment strategies. About half of the teachers reported not allowing students to provide input into test construction and encouraging students to engage in journal writing. The study raises questions about the hindrances that teachers face in the integration of some formative assessment strategies and provides policy-makers with valuable information to support strengthening of teacher education efforts.  相似文献   

4.
The purpose of this pragmatic action research study was to explore our re‐conceptualization efforts in preparing pre‐service teachers to guide the inquiry process with formative assessment and subsequently use the understandings to improve our teacher preparation program. The process was guided by two questions: to what extent did course re‐conceptualization efforts lead to a more informed understanding of formative assessment by pre‐service teachers and did strategies enacted in the re‐conceptualized methods course foster or hinder pre‐service teachers' understanding of formative assessment? Data from this study support the following findings: (1) a substantial pre‐ to post‐methods course difference was realized in the pre‐service teachers' understanding of formative assessment; (2) explicit and contextualized approaches to formative assessment in the methods course led to increased understandings by pre‐service teachers; (3) an implicit approach led to improvements in course structure but did not foster pre‐service teachers' understanding of the reflexive nature of formative assessment; and (4) a field‐based case study on elementary science teaching both hindered and fostered our efforts with formative assessment. This study yields implications for pre‐service teacher education on formative assessment. To foster pre‐service teachers' knowledge and skills, we suggest explicit instruction on formative assessment combined with case studies, field experiences, and ongoing reflection. © 2009 Wiley Periodicals, Inc. J Res Sci Teach 47: 402–421, 2010  相似文献   

5.
Background and purpose:?The article reviews studies that focus on the professional development of teachers after they have completed their basic teacher training. Teacher professional development is defined as teachers’ learning: how they learn to learn and how they apply their knowledge in practice to support pupils’ learning. The research question addressed in the article is: How do experienced teachers learn?

Main argument:?The review is framed by theories within the constructivist paradigm. From this perspective, knowledge is perceived as the construction of meaning and understanding within social interaction. The social surroundings are seen as decisive for how the individual learns and develops. It is argued that courses and lectures, or ‘times for telling’, and teachers’ development of a metacognitive attitude are decisive factors for teachers’ learning within a constructivist frame of reference.

Sources of evidence and method:?To attempt to answer the research question, a search was conducted of the subject of pedagogy in the ISI WEB of Science (search undertaken 9 August 2011) using the search strings ‘teacher learning’, ‘teacher development’ and ‘teacher professional development’, and covering the period from 2009 to 2011 to probe the most recent decade of research. Articles that dealt with basic education, primary and secondary school, were selected, and articles that dealt with learning using digital tools and the internet and newly trained teachers were rejected. A set of 31 articles was selected from this search. To ensure width and depth of coverage, this was supplemented by a selection of review studies and research on further education in respect of teachers’ learning. The texts were analysed by means of open and axial coding, developing main and sub-categories.

Conclusions:?The review of articles shows that both individual and organisational factors impact teachers’ learning. Teacher co-operation has importance for how they develop, and some of the teachers can lead such learning activities themselves. Moreover, a positive school culture with a good atmosphere and understanding of teachers’ learning, in addition to co-operation with external resource persons, may impact the professional development of teachers. The article concludes with the reflection that learning in school is the best arena for further development of teachers.  相似文献   

6.
This study explores teachers' informal formative assessment practices in three middle school science classrooms. We present a model for examining these practices based on three components of formative assessment (e liciting, r ecognizing, and u sing information) and the three domains linked to scientific inquiry (epistemic frameworks, conceptual structures, and social processes). We describe the informal assessment practices as ESRU cycles—the teacher E licits a question; the S tudent responds; the teacher R ecognizes the student's response; and then U ses the information collected to support student learning. By tracking the strategies teachers used in terms of ESRU cycles, we were able to capture differences in assessment practices across the three teachers during the implementation of four investigations of a physical science unit on buoyancy. Furthermore, based on information collected in a three‐question embedded assessment administered to assess students' learning, we linked students' level of performance to the teachers' informal assessment practices. We found that the teacher who more frequently used complete ESRU cycles had students with higher performance on the embedded assessment as compared with the other two teachers. We conclude that the ESRU model is a useful way of capturing differences in teachers' informal assessment practices. Furthermore, the study suggests that effective informal formative assessment practices may be associated with student learning in scientific inquiry classrooms. © 2006 Wiley Periodicals, Inc. J Res Sci Teach  相似文献   

7.
ABSTRACT

Too often, because of the static nature of schools and the dominant existence of high-stakes testing, professional learning for teachers is determined by administrators or policy and is facilitated by those who are not part of the school community using prepackaged programs. These initiatives run counter to authentic teacher inquiry where teachers enhance their understanding of students and learning and, ideally, develop new teaching practices (Borko, 2004; Cochran-Smith & Lytle, 1999, 2009; Darling-Hammond, 1997). In this article, we focus on how teachers participating in action research begin to position themselves as teacher leaders.  相似文献   

8.
Background: In research on design-based learning (DBL), inadequate attention is paid to the role the teacher plays in supervising students in gathering and applying knowledge to design artifacts, systems, and innovative solutions in higher education.

Purpose: In this study, we examine whether teacher actions we previously identified in the DBL literature as important in facilitating learning processes and student supervision are present in current DBL engineering practices.

Sample: The sample (N=16) consisted of teachers and supervisors in two engineering study programs at a university of technology: mechanical and electrical engineering. We selected randomly teachers from freshman and second-year bachelor DBL projects responsible for student supervision and assessment.

Design and method: Interviews with teachers, and interviews and observations of supervisors were used to examine how supervision and facilitation actions are applied according to the DBL framework.

Results: Major findings indicate that formulating questions is the most common practice seen in facilitating learning in open-ended engineering design environments. Furthermore, other DBL actions we expected to see based upon the literature were seldom observed in the coaching practices within these two programs.

Conclusions: Professionalization of teachers in supervising students need to include methods to scaffold learning by supporting students in reflecting and in providing formative feedback.  相似文献   

9.
Elementary teachers in the United States are tasked with teaching all core subject matter and have training that involves many topics, which may limit the depth of their subject matter knowledge. Since they have low content knowledge, they often feel less confident about teaching technical subject matter, such as science (Bleicher Journal of Science Teacher Education 17:165–187, 2006). The problem of low confidence of elementary teachers for science instruction is exacerbated when they are expected to teach science using inquiry (Hanuscin et al. Science Education 95:145–167, 2010). Self-regulated learning microanalysis, which supports both instruction and assessment, can help teachers reflect on their learning processes. This technique may provide clues for teachers to improve strategies for learning and give information to professional development instructors to inform teacher professional development experiences. The purpose of this study was to examine self-regulatory learning cycles that fourteen elementary teachers experienced while engaged in learning about inquiry during a professional development. Results of this study showed that before the professional development, teachers reported low self-efficacy but high task value and perceived instrumentality for learning about inquiry. As the professional development progressed, teachers improved their goal setting skills, self-monitoring performance, and learning tactics. The self-regulated learning microanalysis revealed information not communicated in the professional development experience, which led to adaptation of the activities in real-time to meet the needs indicated on the self-regulated learning microanalysis reports. Measuring teacher learning processes allowed the professional development instructors to pinpoint difficulties and successes during the learning tasks, which aided in precise adaptation of experiences for teacher needs.  相似文献   

10.
This paper considers how one teacher educator, Dr. Gomez, took up revisionist history and inquiry in her social studies methods classroom. The concepts of figured worlds (Holland et al., 1998) [Holland, D., Lachicotte, W. Jr., Skinner, D., & Cain, C. (1998). Identity and agency in cultural worlds. Cambridge, MA: Harvard University Press], and artifacts and mediation (Holland & Cole, 1995; Vygotsky 1978, 1986) [Holland, D., & Cole, M. (1995). Anthropology & Education Quarterly, 26(4), 465–490; Vygotsky, L. S. (1978). Mind in society: The development of higher psychological processes. Cambridge, MA: Harvard University Press; Vygotsky, L. S. (1986). Thought and language. Boston: The MIT Press] are used to present a case study. The study focuses on the artifacts that made up the figured world of history learning in Dr. Gomez’s social studies methods class and the learner identities afforded by this context. The purpose of this study is two-fold: (a) explore how teacher education classes can recruit primarily white, middle class students into a figured world of history learning that is culturally congruent with urban settings, and (b) demonstrate the application of the figured worlds framework to the study of learning in a teacher preparation program. Cecil Robinson is an assistant professor of educational psychology at The University of Alabama. His research focuses on social studies teaching and learning, technology, democracy, and hope. Address correspondence to Cecil Robinson, Campus Box 870231, Department of Educational Studies in Psychology, Research and Counseling, College of Education, The University of Alabama, Tuscaloosa, AL 35487-0231, USA; e-mail: crobinso@bamaed.ua.edu  相似文献   

11.
This article focuses on the impact of a specific formative assessment procedure, negotiated assessment, on teacher professional learning. Negotiations between the assessor and the teacher as assessee seem to be especially promising for this teacher learning. However, there is no empirical evidence yet that has confirmed this. We explored teachers’ opinions about the usefulness of the different elements in a negotiated assessment procedure for their professional learning and the learning benefits they reported as a result of being engaged in this procedure. Our findings show that teachers found the negotiated assessment procedure useful for their learning and reported different types of learning benefits in terms of change: change in their knowledge, beliefs and attitudes, change in their teaching practice and change in their students’ learning outcomes.  相似文献   

12.
ABSTRACT

This paper examines the processes of regulation of student learning that are associated with formative assessment in the classroom. It discusses the concept of co-regulation and presents a model of co-regulation developed in a situated perspective on classroom learning. This model conceptualises co-regulated learning as resulting from the joint influence of student self-regulation and of sources of regulation in the learning environment: namely, the structure of the teaching/learning situation, the teacher’s interventions and interactions with students, the interactions between students, and the tools used for instruction and for assessment. Examples of research showing how co-regulation functions are discussed, in particular students’ use of tools for self-assessment and peer assessment, and the role of teacher–student interactions that encourage active student participation in formative assessment.  相似文献   

13.
It is increasingly recognised that social learning by teachers can stimulate professional development. In this study, we search for the social behaviour patterns which can act as a catalyst for professional development, with an explicit focus on student teachers’ learning. Based on the ‘Dimensions of Social Learning (DSL) Framework’, including 4 dimensions and 11 indicators of social learning, the present study explores the social configuration of one network of primary teachers (n?=?12), student teachers (n?=?12) and teacher educators (n?=?2). Two research questions guide this exploration: (1) What patterns of social behaviour in teacher networks are likely to lead to professional learning? (2) What network facilitation guidelines can be discerned to assist teachers and teacher educators wishing to optimise student teachers’ professional development? Data collection consisted of video recordings, reflective notes and semi-structured interviews with network members. The findings paint a picture of how social learning in teacher networks is related to the group’s social configuration. Observation criteria and student facilitation guidelines are suggested to support professional development within teacher networks. For each dimension in the DSL Framework, one point of attention is discerned to optimise students’ learning in teacher networks.  相似文献   

14.
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15.
Abstract

This paper links educational psychology research about curiosity to teacher moves that are effective in an inquiry-based mathematics classroom. Three vignettes will show explicit teacher moves (staging disagreement, intriguing anecdotes, and creating a safe space) for different audiences (math majors, mathematics for liberal arts students, and future elementary school teachers) and tie them to particular studies about curiosity. The goal is to deepen our thinking about inquiry-based teaching by considering curiosity as one of the starting points of inquiry. Educational psychologists have found ample evidence that curiosity improves learning. We claim that curiosity and inquiry are deeply connected in a curiosity–inquiry cycle and become most active in a classroom that exhibits a culture of asking questions.  相似文献   

16.
As a result of multi-disciplinary research on learning, a consistent and comprehensive body of knowledge on effective learning environments is currently emerging (OECD 2010). While this evidence is increasingly influencing the academic and policy discourse on the improvement and innovation of schools, its impact on the design principles of effective initial teacher education has been limited so far. In this paper, the seven transversal learning principles published in the 2010 OECD publication The Nature of Learning: Using Research to Inspire Practice serve as a framework for systematic reflections on how learning research on effective learning environments can inform initial teacher education and how the seven transversal learning principles can contribute to greater coherence and alignment in initial teacher education programs. We consider the implications of The Nature of Learning and other research on teacher education, alongside international examples of next practice, concluding that initial teacher education should model effective student learning.  相似文献   

17.
A random sample of 22 Year 4 teachers in mathematics from a middle-sized Swedish municipality participated in a teacher professional development programme in formative assessment. The content of the programme was formative assessment conceptualised as a unity of different, integrated strategies. The study examines the effects on student achievement of the changes in the teachers’ formative classroom practice that followed the professional development input. Results show that, after controlling for pretest scores, the classes in the intervention group significantly outperformed the classes in the control group in a posttest administered one school year after the end of the programme (p = 0.036, d = 0.66). The study contributes to the understanding of under-studied areas of the impact of professional development in formative assessment, and the impact of teacher practice based on formative assessment conceptualised as a unity of different formative assessment strategies.  相似文献   

18.
The purpose of this paper is to gain insight into the relationships between hands‐on experiences with formative assessment, students’ assessment preferences and their approaches to learning. The sample consisted of 108 university first‐year Bachelor’s students studying criminology. Data were obtained using the Revised two‐factor study process questionnaire (R‐SPQ‐2F) and the Assessment preferences inventory (API). The study shows that differences in assessment preferences are correlated with differences in approach to learning. Students’ preferences for assessment methods with higher‐order thinking tasks are significantly lower after actual experience with a formative assessment. Moreover, students also changed their approaches to learning after hands‐on experience with a formative mode of assessment. Surprisingly, this change evinced a more ‘surface approach’ to learning. Nevertheless, this is in line with other recent research findings. The paper ends with some possible explanations, and new directions for research are proposed.  相似文献   

19.
Formative assessment is the process by which teachers provide information to students during the learning process to modify their understanding and self-regulation. An important process within this is shared assessment, which refers to student involvement in the assessment and learning practice, a process of dialogue and collaboration between teacher and students aimed at improving the learning process, both individually and collectively. The purpose of this paper is to review the current state of affairs in depth. This paper therefore highlights, on the one hand, the lessons learned through research and development in higher education (i.e. providing clear learning goals and feedback, guiding learning, involving students in learning and assessment, promoting feedback as a process of dialogue, and making processes viable). On the other hand, these lessons also suggest some challenges and difficulties that must be addressed in the future in order to further improve formative and shared assessment in higher education. These include the need for more research on its effects, further conceptual clarification, the intersubjectivity of the process, recognition of the divergent processes and ethical principles, students’ involvement not only in assessment but also in determining academic grades, and broading learning goals and objetives in FA & SA.  相似文献   

20.
The implementation of formative assessment strategies is challenging for teachers. We evaluated teachers’ implementation fidelity of a curriculum-embedded formative assessment programme for primary school science education, investigating both material-supported, direct application and subsequent transfer. Furthermore, the relationship between implementation fidelity and teacher variables was explored. N = 17 German primary school teachers participated in professional development on formative assessment, N = 11 teachers formed a control group. Teachers’ implementation fidelity was evaluated via classroom observations student ratings and an analysis of students’ workbooks, focusing on the frequency and quality of intended formative assessment elements (assessments, feedback and instructional adaptations). Regarding direct application, treatment group teachers’ implementation fidelity was high, with slight variations in quality. Regarding transfer, implementation fidelity was lower but teachers still implemented more formative assessment elements than the control group. Teachers’ pedagogical content knowledge and their evaluation of the formative assessment intervention were associated with implementation success.  相似文献   

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