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1.
The influence of video clubs on teachers’ thinking and practice 总被引：1，自引：0，他引：1
Elizabeth A. van Es Miriam Gamoran Sherin 《Journal of Mathematics Teacher Education》2010,13(2):155-176
This article examines a model of professional development called “video clubs” in which teachers watch and discuss excerpts
of videos from their classrooms. We investigate how participation in a video club influences teachers’ thinking and practice
by exploring three related contexts: (a) teachers’ comments during video-club meetings, (b) teachers’ self-reports of the
effects of the video club, and (c) teachers’ instruction across the year. Data analysis revealed changes in all three contexts.
In the video-club meetings, teachers paid increased attention to student mathematical thinking over the course of the year.
In interviews, teachers reported having learned about students’ mathematical thinking, about the importance of attending to
student ideas during instruction, and about their school’s mathematics curriculum. Finally, shifts were also uncovered in
the teachers’ instruction. By the end of the year, teachers increasingly made space for student thinking to emerge in the
classroom, probed students’ underlying understandings, and learned from their students while teaching. 相似文献
2.
Douglas Huffman 《Journal of Science Teacher Education》2006,17(2):121-136
To what extent can a large-scale national teacher-enhancement project help science teachers employ new pedagogical methods in the science classroom? In this study, data from 13 high school physics teachers who taught 23 classes with 401 students were examined to determine the extent to which a teacher-enhancement project can alter teachers’ pedagogy. Three groups of teachers were examined: experienced users of the new pedagogy, beginning users of the new pedagogy, and a group of comparison teachers who used traditional instructional methods. Results suggest the reform effort can increase the extent to which teachers engage students in experiments and use alternative assessment methods; however, helping teachers use constructivist discussion methods and discuss the nature of scientific inquiry appears to be more difficult. The implications for inservice teacher education are discussed. 相似文献
3.
Anderson Hassell Norton Andrea McCloskey 《Journal of Mathematics Teacher Education》2008,11(4):285-305
The challenge that we address concerns teachers’ shifts toward student-centered instruction. We report on a yearlong professional
development study in which two United States elementary school teachers engaged in a teaching experiment, as described by
Steffe and Thompson (in: Lesh and Kelly (eds) Research on design in mathematics and science education, 2000). The teaching
experiment involved close mathematical interactions with a pair of students after school, in the context of solving fractions
tasks. By conducting a teaching experiment, we anticipated that each teacher would have more opportunity to develop insight
into students’ mathematics. We also anticipated that these insights would influence the teachers’ classroom practice, even
without explicit support for such a shift. Indeed, the teachers found that they began asking more probing questions of their
students and spending more time listening to students’ explanations, but shifts to classroom practice were limited by constraining
factors such an inflexible curriculum. 相似文献
4.
Nancy Law 《Education and Information Technologies》2009,14(4):309-323
The key concern driving policy and community interest in the pedagogical integration of ICT is the premise that ICT is important
for bringing changes to classroom teaching and learning, so as to foster the development of students’ 21st century skills.
An important concept underpinning the design of the SITES 2006 study is the pedagogical orientation of the teacher, which
can be broadly conceptualized as traditionally important or 21
st
century oriented. The latter can be further differentiated into lifelong learning and connectedness oriented. Indicators were created to measure teachers’ pedagogical orientation based on their espoused curriculum goals,
teacher practices and student practices. Results from this study shed light on whether there is evidence that 21st century
pedagogy as identified in the literature and in innovative practices can be found more generally in random samples of teachers
in countries participating in SITES 2006. Relationship between ICT use and pedagogical practice in mathematics and science
classrooms is reported and the associated policy implications are discussed. 相似文献
5.
Dan Wang 《Teaching and Teacher Education》2011,27(1):157-164
China has been promoting student-centered education under the current curriculum reform. However, teachers in rural schools continue to exercise tight control of the classroom, with lecturing taking up most of the class time. Drawing on ethnographic observation and interviews in a rural elementary school, this study analyzes the rationale of rural teachers in strategizing teaching methods. It has found that teachers’ pedagogical choices are heavily constrained by both the centralized curriculum and schedule and the social context of rural-urban disparities. Together these constraints create a dilemma of time that significantly limits the room for teachers to experiment with student-centered methods. 相似文献
6.
Task-based learning (TBL) was a methodological innovation in the 1999 English Language syllabus for secondary schools and
the 2006 curriculum for senior secondary schools in Hong Kong, designed to replace teacher-centred, grammar-focused approaches
that were identified as previously prevalent. This two-year longitudinal study analyses the implementation of TBL in three
schools. It focuses on teachers’ conceptions of TBL and classroom practice, and the support provided by senior management.
It finds that TBL is enacted differently by individual teachers, and that the lack of senior leadership is significant in
causing the innovation either to wither or to become diffuse. In some cases, problems associated with implementing TBL were
addressed through the determined commitment of pioneering teachers and the collaborative efforts by staff, but change was
nonetheless hampered. 相似文献
7.
Debra Panizzon John Pegg 《International Journal of Science and Mathematics Education》2008,6(2):417-436
Aligned with recent changes to syllabuses in Australia is an assessment regime requiring teachers to identify what their students
‘know’ and ‘can do’ in terms of the quality of understanding demonstrated. This paper describes the experiences of 25 secondary
science and mathematics teachers in rural schools in New South Wales as they explore the changing nature of assessment and
its implications on their classroom practice. To help reconceptualise these changes, teachers were introduced to a cognitive
structural model as a theoretical framework. Throughout the 2-year study, teachers attended a series of professional development
sessions and received ongoing consultative support. Each session was taped and transcribed while interviews were conducted
with each teacher at the end of both years. Analysis of these data using a grounded theory approach identified seven major
components of teacher practice impacted by the study. The core component was questioning while the six contributing components
were teachers’ pedagogical practices, attention to cognition, teaching strategies, assessment linked to pedagogy, classroom
advantages for students, and classroom advantages for teachers. These findings represent a major shift in teachers’ perceptions
of assessment from a focus on the accumulation of students’ marks to one of diagnosis as a means of directing teaching to
enhance students’ scientific and mathematical understandings. 相似文献
8.
9.
Lora B. Bailey 《Early Childhood Education Journal》2010,38(2):123-132
This 3 year longitudinal study reports the feasibility of an Improving Teacher Quality: No Child Left Behind project for impacting teachers’ content and pedagogical knowledge in mathematics in nine Title I elementary schools in the
southeastern United States. Data were collected for 3 years to determine the impact of standards and research-based teacher
training on these aspects of teacher quality. Content knowledge for the scope of this research study refers to the knowledge
that teachers have about subject matter. Teacher quality is directly related to teachers’ “highly qualified” status, as defined
by the No Child Left Behind mandate. According to this mandate, every classroom should have a teacher qualified to teach in
his subject area and be able to “raise the percentage of students who are proficient in reading and math, and in narrowing
the test-score gap between advantaged and disadvantaged students.” Participants were six second grade and seven third grade
teachers of mathematics from nine schools within one failing school district. The implementation of standards-based methods
in the nine Title I Schools increased teacher quality in elementary school mathematics. In fact, qualitative and quantitative
data revealed significant gains in teachers’ mathematics content and pedagogical knowledge at both grade levels. 相似文献
10.
Sunhee Paik Meilan Zhang Mary A. Lundeberg Jan Eberhardt Tae Seob Shin Tianyi Zhang 《Journal of Science Education and Technology》2011,20(4):422-434
Since A Nation at Risk was released in the 1980s, standards-based reform has been the most dominant trend in American educational policy, and the
No Child Left Behind Act pushed the trend further by requiring states to develop rigorous curriculum standards. Though much
has been said about these new standards, less has been said about whether or how well professional development helps teachers
link their instruction to these standards. This study examined the impact of a professional development program for K-12 science
teachers in helping teachers meet state curriculum standards. Seventy-five science teachers in Michigan participated in a
2-week summer workshop that used Problem-Based Learning for improving teachers’ content knowledge and pedagogical content
knowledge. Researchers surveyed participating teachers about the change of teachers’ preparedness for standards-based teaching,
their expectations to meet state curriculum standards, and whether their expectations were met. In addition, the usefulness
of workshop activities was examined. Data analysis showed that to align teaching with state curriculum standards, participating
teachers expected to learn instructional strategies and enhance science content knowledge through professional development,
and by and large their expectations were well met. Collaboration with colleagues and facilitators helped teachers achieve
their goals in terms of teaching within state curriculum standards. These findings have important implications for designing
professional development to help teachers align instruction with curriculum standards. 相似文献
11.
Joke Voogt Frank Tilya Jan van den Akker 《Journal of Science Education and Technology》2009,18(5):429-438
Science teachers from secondary schools in Tanzania were offered an in-service arrangement to prepare them for the integration
of technology in a student-centered approach to science teaching. The in-service arrangement consisted of workshops in which
educative curriculum materials were used to prepare teachers for student-centered education and for the use and application
of Microcomputer Based Laboratories (MBL)—a specific technology application for facilitating experiments in science education.
Quantitative and qualitative data were collected to study whether the in-service arrangement impacted teacher learning. Teacher
learning was determined by three indicators: (1) the ability to conduct MBL-supported student centered science lessons, (2)
teachers’ reflection on those lessons and (3) students’ perceptions of the classroom environment. The results of the research
indicate that the teachers’ were able to integrate MBL in their science lessons at an acceptable level and that they were
able to create a classroom environment which was appreciated by their students as more investigative and open-ended. 相似文献
12.
Meredith A. Park Rogers Dionne I. Cross Melissa Sommerfeld Gresalfi Amy E. Trauth-Nare Gayle A. Buck 《International Journal of Science and Mathematics Education》2011,9(4):893-917
The purpose of this study was to examine the extent to which three teachers’ professional experience and existing orientations
toward teaching and learning mathematics and science influenced their implementation of a project-based curriculum (i.e. project-based
learning (PBL)). Data sources included interviews, videotapes of classroom activity, and a teaching philosophy questionnaire.
Data analysis was conducted using an iterative coding technique. We found coherency between the teachers’ perceived orientations
and their emergent ideas about PBL, their sense of PBL as being compatible with their goals, and the specific challenges with
which they struggled. All the teachers wanted their students to be successful; however, different definitions of success led
to quite different approaches toward teaching, and for the most part, these differences appeared to have occurred because
of existing orientations the teachers held for teaching their discipline. Implications for professional development taking
into account teachers’ orientations and thus their professional experience are discussed, as well as disciplinary challenges
to using PBL. 相似文献
13.
Sherry A. Southerland Scott Sowell Margaret Blanchard E. M. Granger 《Research in Science Education》2011,41(3):299-317
It is well established that many teachers are resistant to take up the messages of reform if these messages require them to
substantially shift their teaching practices. What accounts for this resistance? One well established explanation is that
teachers lacks the self-efficacy required to attempt something new in their teaching—they simply do not feel capable of effectively
enacting the messages. However, there are a host of studies describing teachers with high self—efficacy who remain resistant
to messages of change. The purpose of this article is to address the gap in the application of self-efficacy to understand
the change or lack of change of science teachers’ practice through the introduction of a related construct, pedagogical discontentment. This construct reflects a state of cognitive conflict that exists when an individual recognizes a mismatch between her/his
science teaching pedagogical goals and classroom practices. One potential result of this mismatch is that a teacher problematizes
her teaching practices, prompting an increased receptivity to reform messages. Building on existing literature, we present
vignettes of four hypothetical teachers who exemplify variations of pedagogical discontentment. When combined with self-efficacy,
pedagogical discontentment provides a useful lens to understand teachers’ consideration and adoption of messages of reform. 相似文献
14.
Andrew Gilbert 《Early Childhood Education Journal》2009,36(5):431-438
This study utilized pre-service teachers’ philosophy statements to connect their beliefs for science teaching with inquiry-based
constructivist classroom practice. The major findings of this study suggested that before entering the classroom prospective
teachers are strongly aligned with inquiry-based, constructivist-based theories, and describe teaching science as a process
approach. However, after entering public classrooms the teacher candidates often abandoned those notions of constructivist,
inquiry-based science in favor of a more traditional approach to science instruction. This study addresses a method to engage
prospective teachers in designing inquiry-based science pedagogy as well as developing their professional pedagogical confidence. 相似文献
15.
Christine Lotter Jonathan Singer Jenice Godley 《Journal of Science Teacher Education》2009,20(6):553-582
This study describes the influence of a secondary science methods program on secondary science preservice teachers’ views
and enactment of nature of science and inquiry-based instructional practices. Built into the structure of this program were
three cycles of practice teaching and reflection in which the preservice teachers focused on key pedagogical ideas in classroom
settings with middle and high school students. The nine secondary preservice teachers improved both their understanding and
enactment of inquiry and nature of science throughout the program period. This study provides evidence of the importance of
incorporating multiple low-stakes practicum experiences that are closely tied to methods course goals that are highly scaffolded
through both methods instructor and cooperating teacher support and tied to analytic self-reflection. 相似文献
16.
Huisheng Tian 《Frontiers of Education in China》2007,2(1):119-132
Currently, there is lack of educational wisdom in classroom teaching. Educational wisdom is a kind of quality of good education,
representing a free, harmonious, open and creative status of education. The educational wisdom of intellectual teachers is
the outcome of the close integration of educational science and art. It is also the result of teachers’ long-term practice,
reflections and the comprehensive expression of teachers’ capacities. The shackles of traditional teaching systems, the utilitarianism
orientation of teaching reforms and educational research and the habitual mode of teachers’ practice have affected the formation
of teachers’ educational wisdom. To get rid of the dilemma, it is necessary to reconsider the significance and the value of
teaching, to show due concern with teachers’ practice, to weaken the utilitarianism orientation of teaching reforms and educational
research and to arouse teachers’ professional feelings and enthusiasm for learning.
Translated from Jiaoyu Yanjiu 教育研究 (Educational Research), 2005, (2): 50–57 相似文献
17.
Alphonse Uworwabayeho 《Journal of Mathematics Teacher Education》2009,12(5):315-324
This article presents practical perspectives on mathematics teacher change through results of collaborative research with
two mathematics secondary school teachers in order to improve the teaching and learning of mathematics in Rwanda. The 2006
national mathematics curriculum reform stresses pedagogies that enhance problem-solving, critical thinking and argumentation.
Teachers need to use new teaching strategies. This article is a case study looking at issues around developing teachers’ use
of interactions in mathematics classrooms independently of the national programme. Outputs of the study include teachers’
awareness of the need for change and their increased flexibility to accept learners’ autonomy in shifting from teacher-centred
to learner-centred pedagogy. Geometer’s Sketchpad challenged teachers’ practice and then provoked reflection to improve student
learning. 相似文献
18.
Chien-Heng Lin 《Early Childhood Education Journal》2012,40(1):5-17
The present models for the integration of computer technology not only cannot satisfy teachers’ actual needs but also are
difficult to follow and perform by teachers in their classroom teaching. Consequently, the integration cannot be implemented
properly and effectively in the real classroom teaching. Therefore, a practical integration model should be very close to
the real classroom situation and be able to fulfill the user’s actual needs. This study was designed to build a model of computer
integration which is based on an empirical investigation of teachers’ actual use of computer technology and their perspectives
on integrating technology in kindergarten classroom teaching. A model suitable for the integration of computer technology
in classroom teaching was constructed. This model consists of eight tool kits which are constructed based on the analysis
of the empirical data collected from actual interviews and observations in Taiwan’s kindergarten. Once the main topic, sub-topics
and the instructional activities have been decided, referring to this model, teachers can swiftly fit different computer technology
tool kits into their teaching activity. An example was raised to demonstrate how teachers can apply this model to the real
classroom integration of computer technology. 相似文献
19.
Isabel Escudero Victoria Sánchez 《International Journal of Science and Mathematics Education》2008,6(1):87-106
In this paper we try to characterize the pedagogical approaches that mathematics teachers are developing to meet the challenges
posed by education reforms. A key aspect is the identification of the perspectives that underlie those pedagogical approaches,
using the term perspective to include a broad pedagogical structure composed of multiple conceptions that are related to some
aspects of a teacher’s practice. Through the study of the practice of a secondary mathematics teacher, we try to explore how
his/her pedagogical approaches on mathematics, mathematics learning, and mathematics teaching are related to the relational
architecture that is established in the classroom during the development of an instructional unit of similarity at a secondary
school level, and we examine if that relationship can be explained in terms of the underlying perspective. The results of
the study have shown the characteristics of that relationship, and the important role that the teacher’s knowledge of the
students’ difficulties plays both in making decisions and in developing the teachers’ actions. 相似文献