共查询到20条相似文献，搜索用时 439 毫秒
1.
Dimitra Spiropoulou Triantafyllia Antonakaki Sophia Kontaxaki Sarantis Bouras 《Journal of Science Education and Technology》2007,16(5):443-450
This paper reports on research concerning Greek in-service Primary teachers’ perceptions about environmental issues and attitudes
towards Education for Sustainable Development. A questionnaire with multiple-choice and open-ended questions was used in order
to gain more comprehensive understanding of their thoughts. The analysis of data revealed that teachers hold misunderstandings
or misconceptions of the conceptual meaning of the terms “sustainability” and “renewable source of energy”. Furthermore, the
implementation rate of environmental programs in schools is relatively low considering teachers’ interest in the issues. This
is due to lack of familiarity with new methodological approaches which promote environmental matters. By taking into account
these research findings, possible implications arising from supporting teachers to implement environmental programs in schools
are discussed and suggestions for overcoming the outlined difficulties are made. 相似文献
2.
Professional Development of Physics Teachers in an Evidence-Based Blended Learning Program 总被引：1，自引：0，他引：1
Hana Berger Bat-Sheva Eylon Esther Bagno 《Journal of Science Education and Technology》2008,17(4):399-409
The present study examined continuity of learning between face-to-face and online environments in a “blended” professional
development program designed for 16 physics teachers. The program had nine face-to-face meetings as well as continuous online
exchanges between them through a website. The program focused on “knowledge integration” (KI) innovative activities in physics
classes using an “evidence-based” approach: The teachers implemented the activities, collected and analyzed data about their
practice and their students’ learning, and reflected on the evidence with their peers. Five reflective tools were used to
promote continuity: Your Comments, Hot Polls, Smashing Sentences, Hot Reports, and Mini Research. Continuity was assessed with regard to the ideas discussed by the teachers and the reasoning patterns that they employed.
Analysis of the online exchanges in relation to teachers’ face-to-face discourse revealed that the teachers discussed the
same ideas (KI, evidence and learner-centered pedagogies), employed the same reasoning patterns (e.g., forming generalizations),
and extended ideas in re-visitation. The online and face-to-face environments played different and complementary roles in
the teachers’ learning. This study shows that appropriate use of an online environment in a blended program can lead to a
continuous course of learning and can transform a “9 once-a-month-meetings” workshop into a “9-month” workshop. 相似文献
3.
Chuan-bao Tan 《Frontiers of Education in China》2006,1(3):439-446
The transition from experience-based teachers to expertise-based ones has marked a significant phase in the history of human
education. The conceptive transition from the general “occupational ethics” of teachers to “professional ethics” is actually
an important aspect of the transition from experience-based to expertise-based teachers. The establishment of teachers’ professional
ethics bears the same historical inevitability as the movement of teachers’ professionalization. Complying with this trend,
we ought to promote the establishment of teachers’ professional ethics specifically in view of the improvement in their living
conditions and professional development.
__________
Translated from Educational Research, 2005 (1) 相似文献
4.
All changes of the character of education and improvement of its quality depend, in our view, particularly on the teacher.
To be able to do their work efficiently, teachers have to be equipped with professional skills and dispositions, with “teachers’
competence”. For their professional growth, we consider indispensable competence in reflection, which is aimed at the teacher’s
activities with regard to aspects of pedagogy and/or subject-didactics. From the point of view of the goals and content of
their teaching and the methods of work (and their realisation), the development of teachers’ conscious self-reflection on
their own teaching and systematic pursuance of joint reflection with other teachers and/or researchers can promote the teacher’s
professional growth. In this paper, we show how a selected group of elementary school teachers reflected on their competence
in the course of preparing, carrying out and analysing several instruction experiments. The paper is based on samples of teachers’
reflections and their gradual development from mere simple conversations based on intuitive perceptions, through searching
for effective teaching approaches, to the deep assessment of mathematics teaching from the point of view of topics and their
didactic elaboration and to suggestions for the teachers’ own experiments.
May the teacher know what he teaches.
May the teacher know how to teach.
May the teacher be sincerely interested in teaching.
Comenius 相似文献
5.
Jocelyn L. N. Wong 《Asia Pacific Education Review》2010,11(2):131-139
The concept of “professional learning community” (PLC) has been suggested as a tool to improve teachers’ professional competency
and students’ learning outcomes since the mid-1990s. In such a community, teachers can share their individual practices with
the aim of searching for “good practice” based on the outcome of collective inquiry. Such a learning process will result in
a reculturing of the school community by reshaping the existing values and cultures and resolving problems such as teacher
isolation and individualism. China already has a long tradition of teachers working and learning collaboratively, so investigating
collaborative efforts in this context may provide a view of how to contextualize professional development of teachers in schools.
This study attempts to access teachers’ lenses in order to explore their views on the effects of subject-based professional
learning activities. This also helps to explain how teachers work and openly share their practices aiming at improving their
professional competency and student learning outcomes within their communities. Also, factors influencing the sustainability
of a professional learning community will be discussed. 相似文献
6.
7.
Stanislaw Schukajlow Dominik Leiss Reinhard Pekrun Werner Blum Marcel Müller Rudolf Messner 《Educational Studies in Mathematics》2012,79(2):215-237
In this study which was part of the DISUM-project, 224 ninth graders from 14 German classes from middle track schools (Realschule)
were asked about their enjoyment, interest, value and self-efficacy expectations concerning three types of mathematical problems:
intra-mathematical problems, word problems and modelling problems. Enjoyment, interest, value and self-efficacy were assessed
before and after a ten-lesson teaching unit promoting modelling competency related to the topics “Pythagoras’ theorem” and
“linear functions”. The study aimed to answer the following research questions: (1) Do students’ enjoyment, value, interest
and self-efficacy expectations differ depending on the type of task? (2) Does the treatment of modelling problems in classroom
instruction influence these variables? (3) Are there any differential effects for different ways of teaching modelling problems,
including a “directive”, teacher-centred instruction and an “operative-strategic”, more student-centred instruction emphasising
group work and strategic scaffolding by the teacher? The findings show that there were no differences in students’ enjoyment,
interest, value and self-efficacy between the three types of tasks. However, teaching oriented towards modelling problems
had positive effects on some of the student variables, with the student-centred teaching method producing the most beneficial
effects. 相似文献
8.
Documentary websites known as “snapshots of practice” provide vivid examples of teachers’ inquiries into issues they have formulated in the context of their own teaching practices and students’ learning. Designed with assistance from Carnegie Foundation for the Advancement of Teaching, snapshots of practice can be accessed in the K–12 section of the Gallery of Teaching and Learning (). Analysis of prospective teachers’ reflections on science-related snapshots of practice indicate that this use of technology enhanced their understanding of inquiry-based approaches to instruction. The paper also illustrates how prospective teachers used an electronic toolkit, , to construct their own snapshots of practice in order to represent what they had learned in a course on methods of teaching science in elementary school. 相似文献
9.
Kristina Andersson 《Research in Science Education》2012,42(2):281-302
This study illuminates teachers’ conceptions of gender and science and possibilities to challenge these conceptions. Since
2005, a group of teachers (K-6) in Sweden have met approximately once a month in two-hour seminars to discuss and develop
their instruction in science and technology based on a gender perspective. The present data consist mainly of audio-recordings
of the teacher seminars and video-recordings of science activities with students. Analysis of the empirical data has been
carried out in several stages and was inspired by thematic analysis, the theoretical framework of which is based on Hirdman’s
and Beauvoir’s theories of gender. The results show that the teachers’ ideas about gender/equity and science exist on several
levels, within which various conceptions are represented. On the one hand, “reasoning around similarity”, where teachers consider
that both girls and boys should have the same prerequisites for working with science. In contrast, stereotypical conceptions
of girls and boys occur when the teachers evaluate their activities with students, and condescending attitudes toward girls
are also observed. The girls’ ways of working with science are not as highly valued as the boys’, and this outlook on children
can ultimately have consequences for girls’ attitudes towards the subject. When teachers are allowed to read their own statements
about the girls, they get “a glimpse of themselves”, and their condescending ideas about girls are made visible. In this way,
the teachers can begin their active work towards change, which may lead to new outlooks on and attitudes towards students. 相似文献
10.
Felicia M. Moore 《Research in Science Education》2008,38(5):589-610
Using multiple theoretical frameworks, reflective writings and interviews, this study explores preservice elementary teachers’
emerging identities as science teachers and how this identity is connected to notions of critical agency and a stance toward
social justice. The study addresses two central questions pertaining to preservice teachers’ conceptions as “agents of change”
and how their perceptions as change agents frame their science teacher identities and understanding of teaching science in
urban elementary classrooms. Their identity in the moment as elementary preservice teachers—not yet teachers—influences how
they view themselves as teachers and how much agency or power they feel they have as agents of change in science classrooms.
Findings suggest that science teacher education must play a more immediate, fundamental and emancipatory role in preparing
preservice teachers in developing science teacher identities and a stance toward social justice. 相似文献
11.
A science teacher and her mentor reflect on their participation in the Learning Research Cycle, a professional learning model
that bridges research and practice in both university and public school contexts. Teachers do scientific research in scientists’
laboratories, then bridge their scientific experiences with the design of new classroom learning environments and teacher-driven
educational research projects. Science students do scientific research via their teachers’ lessons that bridge laboratory
research with classroom learning. Scientists and educational researchers bridge their research interests to create new questions
centered on teaching and learning in authentic science learning environments. The authors engaged in this qualitative inquiry
present their perspectives on “what goes on,” “what we have learned,” and “what it means to the larger community.” 相似文献
12.
Using cluster analysis this study investigated the characteristics of learning strategies learners use in online courses with
one-on-one mentoring. Three distinct approaches were identified: “Mastery oriented”, “Task focused” and “Minimalist in effort”.
Despite the widespread concern that students will have difficulty managing their time in online courses with high level of
student freedom, this study found that the vast majority of learners were very effective in their learning strategies. The
findings speak well for the potential of distance education environments to provide high quality self-paced learning, accommodating
different learning strategies, which is difficult to do in group-paced courses. We further explored how these approaches relate
to and interact with, participants’ background and their levels of satisfaction and self reported learning. 相似文献
13.
Rachel Mamlok-Naaman Avi Hofstein John E. Penick 《Journal of Science Teacher Education》2007,18(4):497-524
We describe a workshop in which 10 teachers from 10 schools, located in central Israel, participated in the development of
alternative assessment tools in the context of implementing a new science curriculum for senior high-school students, namely
“Science for All” (an STS type curriculum). In order to assist a group of teachers (who began teaching the “Science for All”
program) in both teaching and assessment strategies, it was decided that the Department of Science Teaching at the Weizmann
Institute of Science would sponsor a workshop for them. An evaluation study was conducted during the workshop and at its completion.
The main goal of the study was to evaluate the outcomes of the workshop and to determine whether its objectives were attained.
The research tools consisted of (a) an attitude questionnaire administered to participating teachers, (b) structured interviews
with the teachers, (c) structured interviews with students, and (d) an attitude questionnaire administered to the students.
Based on the results of the questionnaires and the interviews, it seems that all the teachers who participated in the workshop
gained self-confidence in using the teaching strategies and assessment methods of this new interdisciplinary curriculum. The
interviews with students revealed that their active involvement in their own assessment improved their sense of responsibility
for their achievements. The variety of assignments enabled them to be at their best with certain assignments and to succeed
less with others. In conclusion, we found that running a new interdisciplinary curriculum requires a professional development
program that will stimulate teachers’ creativity and diversify the instructional strategies that they use in the classroom.
Such skills should improve their ability to understand the goals, strategies, and rationale of the curriculum, as well as
their students’ learning difficulties. 相似文献
14.
Research in the area of educational technology has claimed that Web technology has driven online pedagogy such that teachers
need to know how to use Web technology to assist their teaching. This study provides a framework for understanding teachers’
Technological Pedagogical Content Knowledge-Web (TPCK-W), while integrating Web technology into their pedagogical practice.
Furthermore, contemporary educational researchers have highlighted the significance of teachers’ self-efficacy, conceptualized
as the teachers’ perceptions of their own competence at teaching, and related to instructional strategies as well as teaching
effectiveness. The major purpose of this study was to investigate teachers’ perceived self-efficacy in terms of their TPCK-W.
This study aimed to develop a new questionnaire, namely the Technological Pedagogical Content Knowledge-Web (TPCK-W) Survey
to explore teachers’ self-efficacy in terms of their TPCK-W, and additionally to assess their attitudes toward Web-based instruction.
The participants in this study were 558 teachers from elementary school to high school level in Taiwan. Both exploratory and
confirmatory factor analyses indicated that the TPCK-W survey developed in this study has satisfactory validity and reliability
characteristics. The results indicate a lack of general knowledge about Web-related pedagogy amongst the teachers surveyed.
The correlations between teachers’ self-efficacy in terms of their TPCK-W, their attitudes regarding Web-based instruction,
and their background variables were also examined. Correlations were found between self-efficacy and positive attitudes to
web-based instruction. Older and more experienced teachers were found to have lower levels of self-efficacy with respect to
TPCK-W, though teachers with more experience of using the web (including for instruction) had higher levels of self-efficacy
with respect to TPCK-W. 相似文献
15.
This article is a systematic reflection on a sequence of episodes related to teaching probability. Our central claim is that
reducing problems to a consideration of the sample space, which consists of equiprobable outcomes, may not be in accord with
learners’ initial ways of reasoning. We suggest a “desirable pedagogical approach” in which the solution builds on the set
of outcomes as identified by learners and serves as a bridge towards mathematical convention. To explore prospective high
school mathematics teachers’ ideas related to addressing a potential learner’s mistake and their reactions towards the suggested
approach, we presented them with two tasks. In Task I, participants (n = 30) were asked to suggest a pedagogical remedy to a frequent mistake found in dealing with a standard probability problem,
whereas in Task II, they were asked to solve a probabilistic problem, which they had not encountered previously. We discuss
participants’ mathematical solutions to Task II in reference to their pedagogical approaches to Task I. The presented disparity
serves in extending the convincing power of the suggested pedagogical approach. 相似文献
16.
Kyle L. Peck 《TechTrends》1998,43(2):47-53
Conclusion I applaud ISTE, AASL, AECT, and the other organizations involved for tackling the “messy work” of developing standards for
the use of technology and information resources in schools. And, at the same time, I call for a “second generation” of standards
that define realistic expectations for teachers based on the subjects and levels they are called upon to teach. I propose
that professional organizations from each subject work with ISTE and AECT to complete this huge task, and I propose that we
consider as a “next step” the creation of a set of on-line learning experiences through which teachers can gain the identified
skills and knowledge by using the very technologies we’re hoping they’ll embrace in their own teaching.
There’s an old saying, “If you don’t know where you’re going, any road will do.” As far as educational technologies are concerned,
this is also true. For many, the goal seems to have been simply to “get more computers into the schools,” without much thought
about purpose. To return to Phil Schlechty’s metaphor, It’s generally been a brief and misguided “Ready” stage (occupied with
questions like “How many do we need?” “What type?” “Where?” and “How shall we connect them?”), followed by “Fire!” (the acquisition
and installation of equipment). What we need is: “Ready” (the creation of appropriate teams of people who will combine their
insights to plan for the district)... “Aim” (a series of discussions about what technologies can accomplish for schools and
the students they serve)... “Fire” (acquisition, installation, and professional development according to plan)... “Aim” (an
assessment of how well the technologies and related programs met the intended goals, and a new planning effort designed to
close the gap)... “Fire” (acquisition and implementation designed to eliminate the gap)... “Aim” (another gap assessment)...
“Fire” (another attempt to close gaps)..., And so on. 相似文献
17.
Advocates of constructivist science recommend that school science begins with children’s own constructions of reality. This
notion of the way in which students’ knowledge of science grows is closely paralleled by recent research on teachers’ knowledge.
This paper draws on case study evidence of teachers’ work to show how two experienced teachers’ attempts to develop alternative
ways of teaching science involved reframing their previous patterns of understanding and practice. Two alternative interpretations
of the case study evidence are offered. One interpretation, which focuses on identifying gaps in the teachers’ knowledge of
science teaching, leads to theconstructivist paradox. The second interpretation explores theconstructivist parallel, an approach which treats the process of teachers’ knowledge growth with the same respect as constructivists treat students’
learning of science. This approach, the authors argue, is not only more epistemologically consistent but also opens up the
possibilities of helping teachers lead students towards a constructivist school science.
Specializations: Teachers’ knowledge and culture, educational change, qualitative research methodology.
Specializations: Teachers’ knowledge, imagery and teachers’ work, teacher collegiality, supervision of teachers’ work. 相似文献
18.
Eric Toshalis 《The Urban Review》2012,44(1):1-35
How teachers “care” for students is a well-established line of inquiry in educational research, but the ways such “care” may
function as symbolic violence have received scant attention. In this ethnographic investigation of classroom disciplinary
interactions, the characteristics and functions of preservice teachers’ care discourses are examined. By translating deficit
discourses into expressions of praise for students’ nonacademic talents, the participants’ rhetoric of care effectively shifts
blame for failure from teacher to student. The preservice teachers’ expressions of care also function to veil the power being
produced in such rhetoric, to frame the teacher as victim when said care is rejected, and to reverse the carer/cared-for dynamic
when teachers’ attempts to inspire academic progress are unsuccessful. Implications for teacher education and teacher development
are provided as are suggestions for how to recognize and implement more authentic forms of care. 相似文献
19.
Lucie Deblois 《Educational Studies in Mathematics》2006,62(3):307-329
In this Article, we examine primary teachers’interpretation of their pupils’ productions in mathematics. We study the changes in teachers’ interpretation as they were taking place during discussions on pupils’ productions and the influence of the interpretation on the teachers’ choice of intervention in class. Six seminars, betwen one researcher and 21 teachers from the same school, revealed the elements that contributed to the interpretative process. These elements allowed to describe five “milieux” to which teachers are sensitive as they interpret pupils productions. The results bring a better understanding of the origins of teachers’ attribution of causes to pupils mistakes and of their preferred interventions with pupils who experience learning difficulties. The results suggest how changes in interpretation transform interventions and what conditions are necessary to initiate these changes. 相似文献
20.
Eugenia Vomvoridi-Ivanovi? 《Journal of Mathematics Teacher Education》2012,15(1):53-66
This paper explores Mexican–American prospective teachers’ use of culture—defined as social practices and shared experiences—as
an instructional resource in mathematics. The setting is an after-school mathematics program for the children of Mexican heritage.
Qualitative analysis of the prospective teachers’ and children’s interactions reveals that the nature of the mathematical
activities affected how culture was used. When working on the “binder activities,” prospective teachers used culture only
in non-mathematical contexts. When working on the “recipes project,” however, culture was used as a resource in mathematical
contexts. Implications for the mathematics teacher preparation of Latinas/os are discussed. 相似文献