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Exploring the nature of teacher knowledge through reciprocal peer coaching.

机译:通过相互的同伴指导探索教师知识的本质。

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摘要

The mixed-methods study examined teacher knowledge and beliefs within the workplace setting. The planning and debriefing dialogue within a peer coaching model revealed elements of content knowledge (CK), pedagogy knowledge (PK), and pedagogical content knowledge (PCK) of ten experienced upper elementary math teachers.;Characteristics of CK, and PK functioned independently, and at times, emerged interdependently as (PCK), which was otherwise barely detectable in the teacher dialogue. Teachers discussed decisions to emphasize math-related vocabulary, math-fact fluency, and mathematical procedures. Concerns that students lacked the skills to understand the advanced concepts curtailed opportunities to deliver abstract reasoning skills through lessons. Knowledge of pedagogy was revealed when teachers discussed instructional strategies that altered student choice, integrated high-interest learning resources into lessons, facilitated teacher-student communication, and refined the use of classroom management techniques.;Pedagogical content knowledge was uncovered when teachers discussed ways to simplify the complexity of learning the math standards for their students. The limited dialogue on PCK revealed their understandings of the students' prior learning experiences and academic weaknesses, in light of the delivery of the new curricular content. Teachers' self-efficacy, measured by administering a survey, indicates that teacher beliefs changed over the course of the six-week peer coaching study. The study's findings suggest that upper elementary teachers do not appear to access the type of knowledge needed to effectively teach the Common Core, and that factors within the local school context can influence the success of a new curricular reform.
机译:混合方法研究在工作场所设置了教师的知识和信念。在同伴教练模型中进行的计划和汇报对话显示了十位经验丰富的高级基础数学老师的内容知识(CK),教学法知识(PK)和教学内容知识(PCK)的元素; CK的特性和PK独立发挥作用,有时以(PCK)的形式相互依存,否则在教师对话中几乎无法检测到。老师讨论了强调数学相关词汇,数学事实流利度和数学程序的决策。由于担心学生缺乏理解高级概念的技能,因此减少了通过课程讲授抽象推理技能的机会。当教师讨论改变学生选择,将高兴趣学习资源整合到课程中,促进师生沟通并完善教室管理技术的使用的教学策略时,就揭示了教学法的知识。简化了为学生学习数学标准的过程。鉴于新课程内容的交付,有关PCK的有限对话揭示了他们对学生先前的学习经历和学术弱点的理解。通过进行调查来衡量教师的自我效能,表明在六周的同伴教练学习过程中,教师的信念发生了变化。研究结果表明,高级小学教师似乎没有获得有效教授共同核心所需的知识类型,并且当地学校环境内的因素可能会影响新课程改革的成功。

著录项

  • 作者

    von Biberstein, Andrea A.;

  • 作者单位

    University of West Georgia.;

  • 授予单位 University of West Georgia.;
  • 学科 Education Curriculum and Instruction.;Education Teacher Training.;Education Elementary.
  • 学位 Ed.D.
  • 年度 2014
  • 页码 200 p.
  • 总页数 200
  • 原文格式 PDF
  • 正文语种 eng
  • 中图分类 自然地理学;
  • 关键词

  • 入库时间 2022-08-17 11:53:17

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