首页> 外文期刊>Journal of Science Teacher Education >Providing Bottom-Up Support to Middle School Science Teachers’ Reform Efforts in Using Inquiry-Based Kits
【24h】

Providing Bottom-Up Support to Middle School Science Teachers’ Reform Efforts in Using Inquiry-Based Kits

机译:为中学理科教师使用基于查询的工具包的改革工作提供自下而上的支持

获取原文
获取原文并翻译 | 示例
       

摘要

Middle grades science teachers need professional support in practice as they implement new inquiry-based science. Professional development schools can provide this bottom-up support through connecting preservice and inservice teacher education programs in classroom practice. In this study, coteaching arrangements with secondary science education majors provided additional teachers in the classroom to support a materials-rich curriculum and the needed associated pedagogies. Science education majors provided needed assistance in troubleshooting difficulties with the new curriculum. They also provided needed content knowledge to support inquiry, along with creating moments and space for teachers to reflect on inquiry practice. Ongoing assistance by preservice teachers allowed inservice teachers to progress from logistical concerns in implementing kit curriculum to concerns regarding student learning and the supporting professional development.
机译:中等年级的科学老师在实施新的基于查询的科学时,需要实践中的专业支持。专业发展学校可以通过在课堂实践中连接职前和在职教师教育计划来提供这种自下而上的支持。在这项研究中,与中学科学教育专业的学生编舞安排在教室中提供了额外的老师,以支持教材丰富的课程和所需的相关教学法。理科教育专业人士为解决新课程中的难题提供了必要的帮助。他们还提供了必要的内容知识来支持探究,并为教师创造机会和空间来反思探究实践。职前教师的不断协助使在职教师从实施成套工具课程中的后勤问题发展到有关学生学习和支持专业发展的问题。

著录项

相似文献

  • 外文文献
  • 中文文献
  • 专利
获取原文

客服邮箱:kefu@zhangqiaokeyan.com

京公网安备:11010802029741号 ICP备案号:京ICP备15016152号-6 六维联合信息科技 (北京) 有限公司©版权所有
  • 客服微信

  • 服务号