共查询到20条相似文献，搜索用时 15 毫秒
1.
Gregory P. Thomas Campbell J. Mcrobbie 《International Journal of Science Education》2013,35(4):405-423
Many researchers report that teachers' pedagogies often reflect non-constructivist referents, however less research reports on means of assisting teachers to become more constructivistly oriented. This paper reports on a teacher's changing perceptions during collaborative, two-year interpretive research involving two researchers, herself, and her students. The researchers collaborated with the teacher to promote students' theory-evidence coordination and use of word explanations, with an emphasis on developing and critiquing chemical equilibrium theory using experimental data. As the collaboration proceeded the teacher's beliefs and practice became increasingly focussed on students' reasoning and their discussion of ideas related to experimental data. The teacher reported benefits for herself and for her students as a consequence of this change. Key factors in relation to this change included researchers' modelling of target practices, and changes in the teacher's (a) perception of her students' abilities, (b) beliefs in relation to constructivism, and (c) understanding of chemistry concepts. 相似文献
2.
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
3.
《Teaching and Teacher Education》1995,11(3):215-227
How does knowledge acquisition contribute to the process of learning to teach? To answer this question, qualitative and quantitative data were collected to investigate the development of teacher candidate knowledge about classroom management within an elementary teacher education program. Specifically, concept maps and interviews revealed patterns of cognitive change over a two-quarter sequence of courses. Analysis of concept maps showed turbulent and idiosyncratic change influenced by program experiences, with an apparent decline in cognitive organization. In interviews candidates deemphasized program influences, focusing instead on clinical experiences as the impetus of cognitive change. These findings—the turbulent apparent decline in cognitive structure and the primacy of field experiences—are explained in terms of Anderson's ACT1 learning theory. Implications for future research in teacher's conceptual development are discussed. 相似文献
4.
《Teaching and Teacher Education》2001,17(2):147-160
A preservice teacher's personal beliefs regarding teaching are confronted by her experiences during a yearlong internship in an inner-city school. Analysis of four interviews, 12 written reflections, and seven transcribed group discussions revealed a sense of the culture shock Mary experienced on entering the inner-city school. Her narratives described a journey from initial culture shock, eliciting both emotional and cognitive dissonance, to cultural assimilation as she adapted to her concerns about her students, her worries about getting along with her mentoring teacher, and her doubts about her own abilities. 相似文献
5.
Students' valuing of subject domains is an important contributor to students' educational success. As one avenue to foster students' valuing, social-cognitive motivational theories suggest that teachers might transmit their value beliefs to students through their instructional strategies. Accordingly, the current study examined the transmission of teacher's math value to students' math value via the content-related instructional strategy of cognitive support as reported by teachers and students. Using a longitudinal dataset of 1429 students (51% males, 68% Hispanic) and their 26 teachers (48% female), manifest-latent multilevel regression analyses showed some indication that teacher's endorsement of math valuing for their students, but not their personal value beliefs, might be associated indirectly with class average students' interest value through teacher's provision of cognitive support. Furthermore, teacher's reported cognitive support was related to the class average of students' value beliefs through class average students' perceptions of cognitive support, highlighting the importance of students' perceptions. 相似文献
6.
Hsiao-Ching She 《Educational research; a review for teachers and all concerned with progress in education》2013,55(1):100-111
Cross-relationships among a Taiwanese seventh-grade biology teacher's beliefs, practices and classroom interaction with either male or female students were qualitatively and quantitatively analysed. Results show that the teacher's classroom practices reflect her teaching philosophy, which she described in interviews held before and throughout the class observation period. Gender-based characteristics clearly play an important role in establishing and maintaining differences in interactions between male or female students and their teacher in this particular classroom. Data collected from classroom observations show that the subject teacher's beliefs concerning boy/girl differences in learning style and classroom participation are reinforced or sustained by her behaviour, which includes unequal distribution of direct questions, unbalanced feedback and encouragement, and a lack of restrictive controls on calling out answers. 相似文献
7.
This longitudinal study focused on change in university students' beliefs about the role of teachers. The students (n = 80) were Estonian undergraduates, whose beliefs were investigated in the first and third years of their studies and followed up to the point at which the students either entered teacher education or chose other paths. Beliefs about teaching were neither unambiguously persistent nor malleable. Students who continued in teacher education exhibited stronger beliefs about the teacher as pedagogue and aligned less with the belief that the teacher's role is to be a subject matter expert than peers who did not choose teacher education. 相似文献
8.
This teacher development study closely examined a teacher's practice for the purpose of understanding how she selected and implemented instructional materials, and correspondingly how these processes changed as she developed her problem‐based practice throughout a school year. Data sources included over 20 hours of planning and analysis meetings with the teacher and 27 video‐taped lessons with discussions before and after each lesson. Through qualitative analysis we examined the data for: students' cognitive demand for curricular materials the teacher selected and implemented; teacher's beliefs and practices for students' engagement in mathematical thinking; and teacher's and students' communication about mathematics during instruction. We found that the teacher shifted her views and use of instructional materials as she changed her practice towards more problem‐based approaches. The teacher moved from closely following her traditional, district‐adopted textbook to selecting problem‐based tasks from outside resources to build a curriculum. Simultaneously, she changed her practice to focus more on students' engagement in mathematical thinking and their communication about mathematics as part of learning. During this shift in practice, the teacher began to reify instructional materials, viewing them as instruments of her practice to meet students' needs. The process of shifting her views was gradual over the school year and involved substantial analysis and reflection on practice from the teacher. Implications include that teachers and teacher educators may need to devote more attention and support for teachers to use instructional materials to support instruction, rather than materials to prescribe instruction. This use of instructional materials may be an important part of transforming practice overall. 相似文献
9.
Benny Hin Wai Yung Benny Hin Wai Yung 《International Journal of Science Education》2013,35(10):985-1005
This interpretive study of the implementation of a school-based assessment scheme of biology practical work in Hong Kong examines three teachers' struggles with the issue of fairness in relation to their classroom actions. Though the teachers' discourses were dominated by, and their classroom actions were pre-eminently influenced by, the notion of fairness, they did so in three qualitatively different ways: (1) fair in the sense of assessing students on a fair basis; (2) fair in the sense of not jeopardizing students' chances to learn the subject matter while they are being assessed; and (3) fair in the sense of not depriving students' of opportunities of receiving all-round education. The implication is that assessment innovation is a necessary, but not a sufficient, mechanism for changes within our educational system. The role of the teacher is challenged by the new assessment scheme?the co-existence of assessment and learning requires a significant change in the teacher's pedagogy. For teachers to implement the new programme their existing understanding and beliefs concerning assessment must be challenged and opportunities provided for them to come to terms with the philosophy of the new assessment scheme. Most importantly, the teachers themselves must undertake such a learning process. 相似文献
10.
Miguel Gómez 《学校用计算机》2015,32(3-4):278-299
The technological pedagogical content knowledge (TPACK) conceptual framework, since its introduction in 2006, has provided researchers and teacher educators a theoretical means by which to understand the knowledge required to teach effectively with technology. However, a clear picture of what TPACK looks like in practice is still in its infancy. Using a case-study approach, this research examines the teaching practices of an eighth-grade social studies teacher, specifically how the teacher operationalizes TPACK within his classroom. Four examples of TPACK practices are given along with the teacher's rationale for his technology use. Two themes emerged: the transformation of technology into something that just happens in the classroom and the teacher's use of technology to shape instruction. Implications from this case study are then discussed, including the process and timing of combining the different knowledge components of TPACK and the need to better capture the role of students in the TPACK model. 相似文献
11.
Gerd Schindler 《Educational Action Research》2013,21(3):457-468
An environmental project in a native language German class (writing a book on environmental issues) gave the pupils, thirteen‐yea‐old girls, a large scope of freedom for independent group work. When they could not present sufficient results of their work at an interim report stage, a serious conflict resulted in which the teacher reproached the pupils heavily. In the case study this conflict is analysed: its possible causes, processes and some of its effects. Available data were the teacher's own diary and essays in which the pupils wrote frankly how they experienced the conflict. One issue arising from the analysis was the differences between the teacher"s intentions (e.g. to stimulate self‐determination in the pupils) and what he had achieved In this conflict (e.g. showing them how narrow their room for discretion actually was). Another issue was the pupils” sense of responsibility for the project (e.g. the pupils saw the project as the teacher's business and not as their project). One of the hypotheses that emerged to explain the apparent inactivity of the pupils was their perception of “work”, which seemed to have been incompatible with a largely self‐determined activity. The study ends with the teacher's reflections on what he gained from the analysis. One outcome was an involuntary caution in the use of words in his interactions with pupils and a more intense feeling of respect for them as young personalities. Another was a reconstruction of his strategic approach to the design of project work. 相似文献
12.
This article is a case study of a second-year middle school science teacher's beliefs about science and science teaching and how these beliefs influenced—or failed to influence—classroom instruction. It illustrates how beginning teachers struggle to reconcile (a) conflicting beliefs about what is desirable, and (b) conflicts between what they believe is desirable and what is possible within the constraints of their preparation and the institutions in which they work. This teacher, for example, struggled to reconcile his view of science as a creative endeavor with his belief that students need to be provided with a high degree of structure in order to learn within the context of formal schooling. He also had difficulty resolving the conflict between the informal (“messing about”) type of science learning that he believed was desirable and the personal and institutional constraints he faced in the classroom. 相似文献
13.
The objective of this exploratory study of teacher beliefs was twofold: first, to determine whether the construct of academic optimism could be defined and measured as an individual teacher characteristic as it has been at the collective school level, and second, to identify sets of teacher beliefs and practices that were good predictors of academic optimism. With a diverse sample of American elementary teachers, a second-order principal components analysis supported the hypothesis that academic optimism was a general construct composed of efficacy, trust, and academic emphasis. In addition, dispositional optimism, humanistic classroom management, student-centred beliefs and practices, and organizational citizenship behaviour were individually and collectively related to the explanation of a teacher's sense of academic optimism, controlling for SES. 相似文献
14.
We set out to understand how different instantiations of inquiry emerged in two different years of one elementary teacher's classroom. Longitudinal observations from Mrs. Charles' 5th grade science classroom forced us to carefully and deliberately consider who exactly was responsible for the change in the class activities and norms. We provide empirical evidence to show how a focus on the teacher can easily overlook the complex dynamics of the classroom. The data reveal that students had a substantive and generative role in the class's arrival at the different instantiations of scientific inquiry—the nature and form of inquiry—that were constructed each year. We argue that, in an environment where a teacher carefully attends and responds to student thinking, the nascent resources students have for reasoning about phenomena can affect not only the conceptual ideas that emerge, but also influence what inquiry activities or practices become established as normative and productive over time. Our work with Mrs. Charles illuminates an important methodological concern with research on teacher development as well as the construct of teacher learning progressions; research accounts that focus primarily on the teacher may overlook the classroom norms that are negotiated between teacher and student, and thereby provide an incomplete portrayal of the teacher's activity within one classroom and the teacher's progress across multiple years. © 2012 Wiley Periodicals, Inc. J Res Sci Teach 49: 429–464, 2012 相似文献
15.
《Assessing Writing》2000,7(1):23-55
This article presents a case study of classroom-based research into teacher response. It examines the teacher-researcher's responding practices in the full context of a first-year college writing class, through an investigation of his written comments to one student, over time. The article outlines the principles and goals of the course, defines the role of teacher response within this setting, and critically examines the relation between response theory and this teacher's responding practice. The case study shows how the teacher's responses were shaped according to the sequence of assignments and classroom instruction, the teacher's style, and the work and needs of individual students. Effective teacher response, the article looks to demonstrate, is a matter of putting into practice certain accepted principles of response as well as a matter of adapting comments to the larger classroom context. The way a teacher presents comments on the pages of the student's text is just as important as locating response amid the particular circumstances of the class. The two activities are mutually dependent and reinforcing. By examining one teacher's response and reflection, the study suggests how other teachers might go about reflecting on their ways of responding in light of their own assignments, instruction, and goals and usefully integrate contemporary response theory in their classroom practice. 相似文献
16.
《学校用计算机》2013,30(1-2):75-91
Abstract A mature mathematics teacher (one in the latter stages of a successful career in teaching secondary mathematics) sought support in making a paradigm shift to a technology-integrated pedagogy in the context of a state's emerging standards-based curriculum. The teacher had concerns regarding his ability to make the paradigm shift, but he was willing to make the effort because he believed that integrating technology as an instruction/production tool would increase student achievement in mathematics. This article describes the teacher's experience. Students in two of his three high school geometry classes were introduced to altered teaching methods involving technology. The first class created instructional modules using presentation and Web page software, and a second class used student-created instructional modules. A third geometry class received traditional instruction based on text and lecture. Two topics, angles and circles, were taught using this format. Another topic, lines, was taught traditionally to all three classes. Interestingly, students across the three groups had numerically higher end-of-unit test scores for both lines and circles, much more acceptable to the teacher, than for angles. Recommendations are in order in regard to teacher support for technology integration. 相似文献
17.
Thomasenia Lott Adams 《Community College Journal of Research & Practice》2013,37(5):481-484
This study examines the influence of graphing calculators on a teacher's assessment practices in a college algebra course. The researcher focused on three techniques of alternative assessment: oral discourse, teacher observations, and problem‐solving investigations. The teacher's assessment practices were revealed during 6 weeks of classroom observations. The researcher examined the teacher's assessment practices before and after the teacher used graphing calculators as tools for teaching and learning mathematics. The use of the graphing calculators enhanced the teacher's assessment practices as related to oral discourse, classroom observations, and problem‐solving investigations. The results of the study indicate the potential for technological tools to influence teachers’ practices of alternative assessment in the mathematics classroom. 相似文献
18.
19.
Michael Kamen 《科学教学研究杂志》1996,33(8):859-877
This study describes an elementary school teacher's implementation of authentic assessment strategies in her science classes. After completing a graduate elementary science methods course, this teacher decided to make changes that would align her assessment strategies with her hands-on approach to teaching science. She experimented with a variety of assessment strategies and was successful in the use of science logs, performance assessment, creative drama, scrapbooks, and interviews, while rejecting the use of portfolios. Factors that contributed to the successful implementation included administrative support, close contact with parents, collaboration with university faculty, teacher's ownership, and the teacher's flexibility to try a variety of strategies. The teacher's perception of assessment shifted toward an integrated model wherein instruction and assessment occur simultaneously. Her typical reaction after assessing her students changed from disappointment in how they performed on a test to surprise at how much they knew. © 1996 John Wiley & Sons, Inc. 相似文献
20.
In this article we examine the teacher's role as a mediator of knowledge and cognitive learning in the classroom. We cite findings from the research areas of teacher effectiveness, teacher expertise, and curriculum knowledge. These data strongly support user‐friendly explicit methods of classroom teaching. We also discuss issues raised in conjunction with alternative conceptions of the teaching process. Finally, we note the importance of incorporating teacher effectiveness research findings into teacher education programmes, and of identifying the various misconceptions that have been used to criticise this body of information. 相似文献