Roles of Teachers in Orchestrating Learning in Elementary Science Classrooms |
| |
| Authors: | Junqing Zhai Aik-Ling Tan |
| |
| Institution: | 1.College of Education,Zhejiang University,Hangzhou,China;2.National Institute of Education,Nanyang Technological University,Nanyang,Singapore |
| |
| Abstract: | This study delves into the different roles that elementary science teachers play in the classroom to orchestrate science learning opportunities for students. Examining the classroom practices of three elementary science teachers in Singapore, we found that teachers shuttle between four key roles in enabling student learning in science. Teachers can play the role of (1) dispenser of knowledge (giver), (2) mentor of learning (advisor), (3) monitor of students’ activities (police), and (4) partner in inquiry (colearner). These roles are dynamic, and while teachers show a preference for one of the four roles, factors such as the nature of the task, the types of students, as well as the availability of time and resources affect the role that teachers adopt. The roles that teachers play in the classroom have implications for the practice of science as inquiry in the classroom as well as the identities that teachers and students form in the science learning process. |
| |
| Keywords: | |
| 本文献已被 SpringerLink 等数据库收录！ |
|
