共查询到20条相似文献，搜索用时 250 毫秒
1.
Felicia Moore Mensah 《Cultural Studies of Science Education》2010,5(4):977-983
In this commentary, I discuss how policy initiatives play out in two different contexts for elementary school teachers yet
produce very similar outcomes regarding teachers’ professional development and school science learning for elementary students.
Ironically, the outcomes that we want see in elementary school science learning and professional development are not realized
when policies are introduced that distract from practices that were working prior to new reforms. 相似文献
2.
Yavuz Saka Sherry A. Southerland Julie Kittleson Todd Hutner 《Research in Science Education》2013,43(3):1221-1244
The demanding first years of teaching are a time when many teachers leave the teaching profession or discard the reform-minded practice emphasized in teacher preparation. If we are to lessen teacher attrition and more effectively support teachers during their development, a better understanding of what occurs during their induction into the profession is needed. The question that drove this research was what factors influence how a beginning science teacher negotiates entry into teaching? Specifically, we sought to understand how a beginning science teacher’s identities interact with the teaching context; how this interaction shapes his use of reform-minded teaching practice; and how the negotiation of identity, context, and practice influence a novice teacher’s employment decisions. The study involved 2 years of data collection; data included classroom and school observations, questionnaires, interviews, and teaching artifacts (such as lesson plans and assessments). The results demonstrate how conflicts in identities, institutional expectations, and personal dispositions of this novice influenced his transition in becoming a member of his school community. Implications of these interactions for teacher preparation and support are provided. 相似文献
3.
Judith A. McGonigal 《Research in Science Education》1999,29(1):5-23
This autobiographical case study describes the development of the practices and perspectives of one elementary school teacher
as she engaged in teacher-as-researcher methodology in both urban and suburban settings. Re-visiting a collection of teacher
journals, transcribed audiotapes, student work samples, parent communications, and artifacts in teacher and student portfolios
identifies multiple outcomes of this reflective and reflexive professional stance. The case study documents how teacher-as-researcher
engagements provided the framework for an elementary teacher to begin to explore science inquiry within an elementary school
setting. This autobiographical tale documents how teacher-as-researcher practices enabled students, parents, and educators
to become co-learners, co-teachers, and co-researchers in science education and the science of education. 相似文献
4.
This interpretive investigation of curricular change involved Karl, a middle school science teacher. Initially, he made sense of his and student roles in terms of objectivism and the teacher having control. When Karl had opportunities to observe the teaching of a colleague he began to consider changes in his teaching. The referents used to frame alternative teacher and student roles were students having greater autonomy for their actions and constructivism. However, constraints, such as shortage of time and beliefs of colleagues and students favored the retention of traditional practices. Although Karl's commitment to change was sufficiently strong to ensure that changes would be attempted, old belief sets and associated practices, restraints, and new belief sets and associated practices co-existed in a dialectical relationship. Effecting meaningful change necessitated teacher learning and sustaining of new equilibria between a complex array of interacting sociocultural factors. 相似文献
5.
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
6.
Teachers play a critical role in successfully implementing science education reforms in the United States to provide high-quality science learning opportunities to all students. However, the differentiated ways in which teachers make decisions about their science teaching are not well understood. This study takes a person-centered approach by applying latent profile analysis to examine how cognitive (pedagogical content knowledge) and motivational (instructional goal orientations, self-efficacy beliefs, and reform values) characteristics combine to form science teacher profiles in middle school. Predictors of profile membership (bachelor's degree, school %FRL) and both teacher (science instructional practices) and student (science achievement, engagement, and self-efficacy) outcomes related to the teacher profiles were also examined. Five science teacher profiles were identified (severely discouraged but reform oriented, discouraged but reform oriented, conventional, confident and mastery oriented, and confident with multiple goal approaches) that represented unique configurations of cognitive and motivation characteristics. Additionally, findings showed that the teacher profiles were significantly related to three dimensions of science instructional practice including communication, discourse, and reasoning. Finally, the teacher profiles were significantly related to student science achievement and motivational outcomes. Implications for differentiated approaches to teacher professional learning and supports for science instruction are discussed. 相似文献
7.
Sungmin Im 《Asia-Pacific Journal of Teacher Education》2015,43(4):355-369
This paper presents findings from a study conducted in an urban elementary school in the United States with an English language learner (ELL) student and two teachers engaged in collaborative teaching in an inclusion science classroom. This study examines the efficacy of utilising cogenerative dialogues between an ELL student and his science teacher and English as second language teacher to improve instructional practices enacted during coteaching. Drawing from field notes, teacher and student interviews, and video captured during cotaught science lessons and during cogenerative dialogues between the student and his coteachers, we examined the ways in which cogenerative dialogue expands teachers’ agency to adapt curriculum and implement instructional strategies that can better meet the needs of their students. At the same time, we examined the ways in which participation in cogenerative dialogues with his teachers expanded this student’s agency as a science learner and a language learner. 相似文献
8.
Research over a long period of time has continued to demonstrate problems in the teaching of science in school. In addition, declining levels of participation and interest in science and related fields have been reported from many particularly western countries. Among the strategies suggested is the recruitment of professional scientists and technologists either at the graduate level or advanced career level to change career and teach. In this study, we analysed how one beginning middle primary teacher engaged with students to support their science learning by establishing rich classroom discussions. We followed his evolving teaching expertise over three years focussing on his communicative practices informed by socio-cultural theory. His practices exemplified a non-interactive dialogical communicative approach where ideas were readily discussed but were concentrated on the class acquiring acceptable scientific understandings. His focus on the language of science was a significant aspect of his practice and one that emerged from his professional background. The study affirms the theoretical frameworks proposed by Mortimer and Scott (Meaning making in secondary science classrooms, 2003) highlighting how dialogue contributes to heightened student interest in science. 相似文献
9.
10.
Grounded in teacher professional development addressing the intersection of student diversity and content area instruction, this study examined school teachers' pedagogical reasoning complexity as they reflected on their second language learners' science problem solving abilities using both home and school contexts. Teachers responded to interview questions after watching a video of one of their students engaged in a science problem solving task. Over a 5-year period, 206 teacher interviews were conducted with a total of 133 teachers. Results indicated significant differences across the dimensions of pedagogical reasoning complexity as teachers expressed both deficit and resource oriented thinking. 相似文献
11.
Yumi Matsumoto 《Teacher Development》2016,20(4):521-537
This case study investigates how an ESL teacher’s activity of self-directed journal writing can facilitate learning and function as a mediational tool for teacher professional development. The participant for this study is a native English speaker who taught an ESL freshman writing course in an American university. Since he had little time to consult with teaching experts, he decided to engage in his self-directed journal for reflecting on his teaching practices. A sociocultural perspective on human cognitive development is utilized as an analytical framework for tracing his development and capturing the transformative power of narrative within his developmental trajectory. Using grounded theory, his journal entries are analyzed to identify a series of stages that trace his professional development, supported by face-to-face interview data designed to co-construct an interpretation of his journal and to serve as a member check. The data analysis suggests that his journal became a powerful mediational space where he critically reflected on and systematically examined his teaching practices. By externalizing his thoughts and feelings, as he first recognizes his loss of self-regulation and then works toward regaining his sense of professional expertise, he begins to develop alternative ways of thinking about his current teaching practices and starts to embrace new modes of engagement in his L2 classroom. 相似文献
12.
As part of a larger project aimed at promoting science and literacy for culturally and linguistically diverse elementary students, this study has two objectives: (a) to describe teachers' initial beliefs and practices about inquiry‐based science and (b) to examine the impact of the professional development intervention (primarily through instructional units and teacher workshops) on teachers' beliefs and practices related to inquiry‐based science. The research involved 53 third‐ and fourth‐grade teachers at six elementary schools in a large urban school district. At the end of the school year, teachers reported enhanced knowledge of science content and stronger beliefs about the importance of science instruction with diverse student groups, although their actual practices did not change significantly. Based on the results of this first year of implementation as part of a 3‐year longitudinal design, implications for professional development and further research are discussed. © 2004 Wiley Periodicals, Inc. J Res Sci Teach 41: 1021–1043, 2004 相似文献
13.
John M. Reveles Gregory J. Kelly Richard P. Durán 《Cultural Studies of Science Education》2007,1(3):467-495
This ethnographic study of a third grade classroom examined elementary school science learning as a sociocultural accomplishment.
The research focused on how a teacher helped his students acquire psychological tools for learning to think and engage in
scientific practices as locally defined. Analyses of classroom discourse examined both how the teacher used mediational strategies
to frame disciplinary knowledge in science as well as how students internalized and appropriated ways of knowing in science.
The study documented and analyzed how students came to appropriate scientific knowledge as their own in an ongoing manner
tied to their identities as student scientists. Implications for sociocultural theory in science education research are discussed.
John Reveles is an assistant professor in the Elementary Education Department at California State University, Northridge. He received
his Ph.D. from the University of California, Santa Barbara in 2005. Before pursuing his Ph.D., he worked as a bilingual elementary
school teacher for 3 years. His research focuses on the development of scientific literacy in elementary school settings;
sociocultural influences on students' academic identity; equity of access issues in science education; qualitative and quantitative
research methods. Within the Michael D. Eisner College of Education, he teaches elementary science curriculum methods courses,
graduate science education seminars, and graduate research courses.
Gregory Kelly is a professor of science education at Penn State University. He is a former Peace Corps Volunteer and physics teacher. He
received his Ph.D. from Cornell in 1994. His research focuses on classroom discourse, epistemology, and science learning.
This work has been supported by grants from Spencer Foundation, National Science Foundation, and the National Academy of Education.
He teaches courses concerning the uses of history, philosophy, sociology of science in science teaching and teaching and learning
science in secondary schools. He is editor of the journal Science Education.
Richard Durán is a Professor in the Gevirtz Graduate School of Education, University of California, Santa Barbara. His research and publications
have been in the areas of literacy and assessment of English Language Learners and Latino students. He has also conducted
research on after school computer clubs, technology and learning as part of the international UC Links Network. With support
from the Kellogg Foundation, he is implementing and investigating community and family-centered intervention programs serving
the educational progress of Latino students in the middle and high school grades. 相似文献
14.
Aldrin E. Sweeney 《Teachers and Teaching》2013,19(2):107-132
In-depth analysis of science teachers' idiosyncratic instructional behaviors combined with the notion of deliberated 'teacher reflection' as a means of improving professional teaching practice has become one of the most pervasive concepts to influence science teacher education during the past decade. Sweeney and coworkers have described how the notion of teacher reflection and Lytle and Cochran-Smith's typology of teacher research were utilised to examine the relationships between a beginning high school chemistry teacher's articulated personal practice theories and his actions as demonstrated by his curricular decisions and instructional practices. Using data drawn from the previous study, this report focuses on examining how the methodological approach taken in the investigation (explicit, deliberate articulation and analysis of a teacher's instructional behaviors and rationales within the context of a mentoring relationship) may serve as a useful model for teacher professional development across all areas of instruction. 相似文献
15.
A framework for investigating approaches to mathematics teaching in light of recent reforms is described. This framework is
used to explore the struggles of a veteran middle school mathematics teacher as he attempted to modify his practices. The
report was developed during a two-year period during which the teacher was interviewed and observed regularly. The teacher
was successful in broadening some aspects of his pedagogical thinking and practice. For example, he reformed his teaching
to emphasize important mathematical concepts. However, at least in part because of his views of pedagogical authority, he
was unable to let his students explore ideas, solve open-ended problems, and debate intended meanings of mathematical ideas
and solutions on a regular basis.
This revised version was published online in July 2006 with corrections to the Cover Date. 相似文献
16.
Understanding factors that impact teacher implementation of learning from professional development is critical in order to maximize the educational and financial investment in teacher professional learning. This multi-case qualitative investigation elucidates factors that influence the appropriation of instructional tools associated with professional development focused on technology within science classrooms using activity theory as a theoretical framework. This framework has the capacity to account for multiple elements in professional learning. Implementation variability associated with professional development adoption drives this inquiry to search for better understandings of the appropriation of pedagogical practices. Purposeful sampling was used to identify four participants from a group of science teachers engaged in professional development designed to investigate how cyber-enabled technologies might enhance instruction and learning in eighth-grade science classrooms. The data from this investigation add to the literature of appropriation of instructional practices by connecting the conceptual and practical dispositions of teachers with an appropriation hierarchy. 相似文献
17.
While constructivism has emerged as a major reform in science education from the last decade, wide-spread adoption of constructivist
practices in school laboratories and classrooms is yet to be achieved. If constructivist approaches are to be utilised more
widely, teachers will need to accept a more active and constructivist role in their own pedagogical learning. One experienced
junior science teacher was able to implement constructivist approaches in her classroom by using a personally constructed
metaphor to guide her practice.
Specializations: science education, teaching of thinking, professional development.
Specializations: constructivism, professional development. 相似文献
18.
Hsu Ying-Shao Yen Miao-Hsuan Chang Wen-Hua Wang Chia-Yu Chen Sufen 《International Journal of Science and Mathematics Education》2014,12(1):1-23
In this study, we investigated the impact of teaming school-based instructional coaches with science or mathematics middle school teachers to build a community of practice around inquiry instruction. This professional development model began with a 2-week summer institute and continued with four follow-up sessions during the academic school year for the teacher and instructional coach participants. The teachers’ participation in this professional development program with (1) content instruction through inquiry lessons, (2) practice teaching to middle school students, and (3) coach-led reflection improved their understanding of inquiry-based practices and the quality of their classroom inquiry implementation. Professional development experiences that prepare teachers and coaches simultaneously in inquiry and content may help build a shared language for reform and accelerate inquiry instructional changes. 相似文献
19.
Maria A. Ruiz‐Primo Min Li Carlos Ayala Richard J. Shavelson 《International Journal of Science Education》2013,35(12):1477-1506
The idea of using science notebooks as a classroom assessment tool is not new. There is general agreement that science notebooks allow teachers to assess students' conceptual and procedural understanding and to provide the feedback students need for improving their performance. In this study we examined the use of science notebooks as an unobtrusive assessment tool that can also be used by individuals outside the classroom (for example, school district personnel), and as a means for obtaining information about students' learning and their opportunities to learn. More specifically, in this study students' science notebooks were used as a source of data about the (a) implementation of a curriculum's intended activities, (b) students' performance, and (c) quality of teachers' feedback. Our results indicated that: (1) Students' science notebooks can be reliably scored. Unit implementation, student performance, and teacher feedback scores were highly consistent across raters and units. (2) High and positive correlations with other performance assessment scores indicated that the student performance score can be considered as an achievement indicator. And (3) low performance scores across the two units revealed that students' communication skills and understanding were far away from the maximum score and did not improve over the course of instruction during the school year. This result may be due, in part, to the fact that no teacher feedback was found in any of the students' notebooks across the six classrooms studied. This may reflect some characteristics of the teachers' assessment practices that may require further professional development. 相似文献
20.
The notion of deliberated teacher reflection as a means of improving professional teaching practice has become one of the most pervasive concepts to influence science teacher education during the past decade. In this case study, we use the notion of teacher reflection and Lytle and Cochran‐Smith's ( 1990 ) typology of teacher research to examine the relationships between a beginning high school chemistry teacher's articulated personal practice theories and his actions as demonstrated by his curricular decisions and instructional practices. In so doing, we describe the ways in which the formal articulations of this teacher's personal practice theories lent themselves to his development as a teacher/researcher and propose this development as a useful model of science teacher practitioner professionalism. © 2001 John Wiley & Sons, Inc. J Res Sci Teach 38: 408–441, 2001 相似文献