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1.
Shulman (1986, 1987) coined the term pedagogical content knowledge (PCK) to address what at that time had become increasingly evident—that content knowledge itself was not sufficient for teachers
to be successful. Throughout the past two decades, researchers within the field of mathematics teacher education have been
expanding the notion of PCK and developing more fine-grained conceptualizations of this knowledge for teaching mathematics.
One such conceptualization that shows promise is mathematical knowledge for teaching—mathematical knowledge that is specifically useful in teaching mathematics. While mathematical knowledge for teaching has
started to gain attention as an important concept in the mathematics teacher education research community, there is limited
understanding of what it is, how one might recognize it, and how it might develop in the minds of teachers. In this article,
we propose a framework for studying the development of mathematical knowledge for teaching that is grounded in research in
both mathematics education and the learning sciences.
相似文献
| Jason SilvermanEmail: |
2.
Middle grades science teachers need professional support in practice as they implement new inquiry-based science. Professional
development schools can provide this bottom-up support through connecting preservice and inservice teacher education programs
in classroom practice. In this study, coteaching arrangements with secondary science education majors provided additional
teachers in the classroom to support a materials-rich curriculum and the needed associated pedagogies. Science education majors
provided needed assistance in troubleshooting difficulties with the new curriculum. They also provided needed content knowledge
to support inquiry, along with creating moments and space for teachers to reflect on inquiry practice. Ongoing assistance
by preservice teachers allowed inservice teachers to progress from logistical concerns in implementing kit curriculum to concerns
regarding student learning and the supporting professional development.
相似文献
| Charles J. EickEmail: |
3.
4.
Felicia M. Moore 《Journal of Science Teacher Education》2008,19(1):85-109
This study reports the learning of elementary preservice teachers regarding diversity and teaching science in diverse urban
elementary classrooms. From participating in a semester-long book club, the preservice teachers reveal their cultural biases,
connect and apply their knowledge of diversity, and understand that getting to know their students are important elements
for teaching science in diverse classrooms. These 3 things connect in ways that allow the preservice teachers to understand
how their cultural biases impede student learning and gain new knowledge of diversity as they change their cultural biases.
Implications of this study reveal that preservice teachers need opportunities to reveal, confront, challenge, and change their
cultural models and to develop new models for teaching science in urban elementary classrooms.
相似文献
| Felicia M. MooreEmail: |
5.
In this article, we describe the results of a study of chemistry high school teachers’ beliefs (N = 7) of the chemistry curriculum and their roles, their beliefs on the teacher as developer of materials, and their beliefs
about professional development. Teachers’ beliefs influence the implementation of a curriculum. We view the use of a new curriculum
as a learning process, which should start at teachers’ prior knowledge and beliefs. The results reveal that it is possible
to develop a new curriculum in which teachers’ beliefs are taken as a starting point. Promising approaches to prepare teachers
for a new curriculum is to let them (co)develop and use curriculum materials: It creates ownership, and strengthens and develops
teachers’ pedagogical content knowledge (PCK).
相似文献
| Fer CoendersEmail: |
6.
Ji Shen Patrick C. Gibbons John F. Wiegers Ann P. McMahon 《Journal of Science Teacher Education》2007,18(3):431-459
We present a practical way of adapting and using four research-based assessments for different purposes in an electricity
and magnetism course for K-8 science teachers. The course is designed to accomplish conceptual change toward accepted scientific
conceptions as well as introducing teachers to materials and activities appropriate for their classrooms. Our data support
that using the research-based tests to identify alternative conceptions and discuss test results with teachers is a promising
way to use the knowledge of alternative conceptions in professional development. We also identify some mismatches between
the research of conceptual change and its use in programs of professional development.
相似文献
| Ji ShenEmail: |
7.
Felicia M. Moore 《Journal of Science Teacher Education》2007,18(5):773-794
This study describes how teachers use their personal knowledge of a school district and their students to cope with teaching
under stressful situations associated with economic, social, and institutional factors. The 3 teachers dealt with these issues
in unique ways, focusing on helping students to overcome negative perceptions, value the importance of an education, and build
strong relationships. A model of multicultural science professional development is proposed that complements the strengths
that these teachers have. A task for science educators working with teachers and administration in schools and districts that
are “critically low performing” is to support everyone in implementing pedagogical methods aimed at empowerment, social justice,
and high achievement for all students.
相似文献
| Felicia M. MooreEmail: |
8.
Since many teachers and students recognize other kinds of knowledge (faith) based on other ways of knowing, consideration
of these realities is appropriate for the science education community. Understanding the multitude of ways that clergy view
relationships between science and faith (i.e. alternative ways of knowing) would assist in understanding various ways that
people address complex issues arising from ideas about science and faith. We administered a questionnaire composed of multiple-choice
and short answer items to 63 United Methodist ministers. Findings included (1) that formal, organized faith contexts (e.g.
church services) serve as informal science education opportunities, (2) participants demonstrated considerable diversity regarding
the types of relationships developed between science and faith, and (3) participants recognized a need exists for better understandings
of science and its relationship to faith for them, their colleagues, and their congregations.
相似文献
| Daniel L. Dickerson (Corresponding author)Email: |
| Karen R. DawkinsEmail: |
| John E. PenickEmail: |
9.
Sumi Hagiwara Angela Calabrese Barton Isobel Contento 《Cultural Studies of Science Education》2007,2(2):475-515
The article explores the role of immigrant parents in middle school science as both teachers and learners as part of an urban
middle school curriculum, the Linking in Food and the Environment (LiFE) program. The curriculum engaged parents as partners
with science teachers to teach science through food. Over a 2-year period, parents attended a series of bilingual workshops,
collaborated with classroom teachers, managed activities, guided student inquiry, and assisted in classroom management. The
following study analyzes the role of culture, language, and identity as four mothers navigated their position as ‘insiders’
in a science classroom.
相似文献
| Sumi HagiwaraEmail: |
10.
This survey study explored high school science teachers’ challenges and needs specific to their growing English language learning
(ELL) student population. Thirty-three science teachers from 6 English as a Second language (ESL)-center high schools in central
Virginia participated in the survey. Issues surveyed were (a) strategies used by science teachers to accommodate ELL students’
special needs, (b) challenges they experienced, and (c) support and training necessary for effective ELL instruction. Results
suggest that language barriers as well as ELL students’ lack of science foundational knowledge challenged teachers most. Teachers
perceived that appropriate instructional materials and pedagogical training was most needed. The findings have implications
for science teacher preservice and inservice education in regard to working with language minority students.
相似文献
| Jacqueline T. McDonnoughEmail: |
11.
Geoffrey Phelps 《Educational Assessment, Evaluation and Accountability》2009,21(2):137-154
Debates persist over the knowledge needed to teach elementary reading effectively. In one commonly held view verbal ability
is what matters most and the best approach to improving teacher quality is to recruit teachers who themselves are good readers.
Others argue that teachers need special forms of professional knowledge that differ substantially from common adult reading
and verbal ability. These different assumptions about what teachers need to know are directly relevant to whether teaching
reading demands specialized professional knowledge and they have lead to radically different policy recommendations for both
teacher preparation and induction. This study presents preliminary evidence that elementary reading teachers can hold a special
knowledge of language, text, and reading process that differs substantially from common reading and verbal ability. Implications
for the measurement and study of teacher quality and related implications for teacher evaluation and teacher development are
discussed.
相似文献
| Geoffrey PhelpsEmail: |
12.
Tamara Holmlund Nelson 《Journal of Science Teacher Education》2008,19(3):235-254
Preservice teachers in a K–8 science methods course used guided video reflection to examine their interactions with children
during science teaching. This inquiry approach helped preservice teachers identify and respond to gaps between their beliefs
and intentions about teaching all children and their enactment of those beliefs. The experience of teaching a science lesson
and then viewing it multiple times through a critical framework provided an opportunity for preservice teachers to recognize
hidden assumptions, unexamined behaviors, and the unintentional meanings they may have conveyed to children. This encouraged
them to think more critically about their roles as teachers in creating spaces where all children have access to quality science
learning experiences.
相似文献
| Tamara Holmlund NelsonEmail: |
13.
Julie A. Bianchini 《Cultural Studies of Science Education》2008,3(4):799-810
This article examines Mary Budd Rowe’s groundbreaking and far-reaching contributions to science education. Rowe is best known
for her research on wait-time: the idea that teachers can improve the quality and length of classroom discussions by waiting
at least 3 s before and after student responses. Her wait-time research grew from and helped inform her staunch advocacy of
science education as inquiry; Rowe saw wonder and excitement as central to the teaching and learning of science. She spent
much of her professional life designing professional development experiences and innovative curriculum materials to help teachers,
particularly elementary school teachers, enact inquiry in their classrooms.
相似文献
| Julie A. BianchiniEmail: |
14.
Eileen Carlton Parsons Stephanie Foster Crystall Travis Gomillion Jamila Smith Simpson 《Journal of Science Teacher Education》2008,19(1):69-83
Science education reforms promote access to quality science education for all students. Outcome disparities in various measures
indicate that such access remains elusive for African Americans. Cultural incongruence is one among many explanations for
this previously described inaccessibility. The intent of this article is not to report additional research findings, but to
translate the information provided in the literature into an instructional form that science teacher educators can employ
in the preparation of prospective science teachers or the further development of practicing ones. Pivoting around a role play,
the authors discuss communication within African American communities, its incongruence with the discourse patterns typically
valued and reinforced in school science, and the importance of such knowledge for science teacher educators.
Lieutenant Colonel Stephanie Foster is now product manager in the U.S. Army Research Development and Engineering Command.
相似文献
| Eileen Carlton ParsonsEmail: |
15.
16.
Language in Science Education as a Gatekeeper to Learning,Teaching, and Professional Development 总被引：1，自引：0，他引：1
Felicia M. Moore 《Journal of Science Teacher Education》2007,18(2):319-343
In this study, I used a feminist poststructural perspective to explain how language is a gatekeeper in learning science, in
achieving professional honors in teaching science, and in teaching science to English language learners. The various uses
of language revealed interesting dynamics related to the culture of power of language and the culture of power of science
along race–ethnicity, gender, and class dimensions for teachers. Teachers did not necessarily see language as having distinct
purposes and uses. This further maintained the gatekeeping nature of language and discourse in science education. I discuss
implications for looking at language in science education for teacher professional development and student learning.
相似文献
| Felicia M. MooreEmail: |
17.
Where practice and theory intersect in the chemistry classroom: using cogenerative dialogue to identify the critical point in science education 总被引：2，自引：0，他引：2
Sonya Martin 《Cultural Studies of Science Education》2006,1(4):693-720
This paper argues for an inclusive model of science education practice that attempts to facilitate a relationship between
“science and all” by paying particular attention to the development of the relationship between the teacher, students and
science. This model hinges on the implementation of cogenerative dialogues between students and teachers. Cogenerative dialogues
are a form of structured discourse in which teachers and students engage in a collaborative effort to help identify and implement
positive changes in classroom teaching and learning practices. A primary goal of this paper is to introduce a methodological
and theoretical framework for conducting cogenerative dialogue that is accessible to classroom teachers and their students.
I propose that researchers must learn to disseminate their findings to teachers in ways that are practical, in that they provide
teachers with information needed to make concrete connections between the research and their teaching, while continuing to
make available the theories that support their findings. Using an integration research framework in conjunction with a temporality
of learning model, I introduce a method of disseminating research findings that provides both classroom teachers and researchers
with access to different forms of knowledge about cogenerative dialogues in the same paper. In doing so, this article examines
the relationships between teacher knowledge and researcher knowledge by exploring the practical application of cogenerative
dialogues for classrooms teachers and the theoretical implications of using cogenerative dialogues for researchers.
相似文献
| Sonya MartinEmail: |
18.
Khe Foon Hew Noriko Hara 《Educational technology research and development : ETR & D》2007,55(6):573-595
The focus of this study was to understand knowledge flows among teachers by examining what types of knowledge was shared by
teachers, as well as what motivates or hinders teachers to share knowledge online. We examined an electronic mailing list
(listserv) supporting a community of practice of literacy teachers. Data were gathered on the teachers in the listserv through
online observations. Additional data were collected through semi-structured telephone interviews with 20 teachers. Findings
suggest that two motives of community involvement––collectivism, and principlism appear to be the main motivators for knowledge
sharers to share knowledge, while lack of knowledge and competing priority appear to be the main barriers. Practical implications
for knowledge sharing and suggestions for future research are discussed. The findings of this study inform teachers, listserv
moderators, teacher associations, as well as researchers of educational technology who are interested in knowledge sharing
among teachers within communities of practice mediated by computer networks.
相似文献
| Noriko HaraEmail: |
19.
Kristina Rolin 《Science & Education》2008,17(10):1111-1125
Physics education reform movements should pay attention to feminist analyses of gender in the culture of physics for two reasons.
One reason is that feminist analyses contribute to an understanding of a ‘chilly climate’ women encounter in many physics
university departments. Another reason is that feminist analyses reveal that certain styles of doing science are predominant
in the culture of physics. I introduce recent philosophical work in social epistemology to argue that the predominance of
certain styles of doing science is not good for science. Scientific communities would benefit from greater diversity in styles
of doing science.
相似文献
| Kristina RolinEmail: |
20.
Some educators experience difficulty documenting young children’s work in early childhood settings because of a limited understanding of the importance of documentation, what or how to document, and the effective use of documentation; limited resources (time, tools, and assistance); or predetermined curricular guidelines. Some teachers, especially inexperienced early years teachers, have trouble engaging with children and documenting simultaneously, revealing a crucial misunderstanding about the purpose of documenting. Teachers at Reggio Emilia-inspired schools throughout the United States use many forms of documentation to enhance the qualities of children’s experiences in preschool classrooms. This article addresses the dilemmas teachers face in implementing documentation in order to assist them as they move from standards-based teaching and teacher-determined content to a more constructivist approach to teaching. Ideas for using documentation shared by the authors will allow young children to construct their own knowledge and curiosity, making learning more meaningful to them and more visible to others.
相似文献
| Janice KroegerEmail: |