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The Interactions of Conceptions of Teaching Science and Environmental Factors to Produce Praxis in Three Novice Teachers of Science

机译:三位理科新手教师的教学科学观念与环境因素相互作用以产生实践

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摘要

One strategy for implementing learner-centered teaching is through the preparation of teachers and their induction into the profession. This article presents case studies of three secondary science teachers that follow them from their science teacher education program that advocated teaching for conceptual change as one approach to learner-centered teaching into their first years of teaching. The article’s purpose is to describe the teachers’ initial conceptions of teaching science carried over from their teacher preparation program, and how they integrated those conceptions with the environmental influences of their classrooms and schools to produce praxis. Data were collected from the participants in several different ways during the participants’ pre-service year and during their first year or two of teaching: Observation of the participants’ teaching; related interviews with participants; and their action research journals. As they approached the end of their first or second year of teaching, all three teachers demonstrated increased levels of confidence in their teaching competence, both in their classroom performance and their places in their departments and schools. None of them had, however, fully implemented conceptual change teaching approach that was the specific goal of their teacher preparation program.
机译:实施以学习者为中心的教学的一种策略是通过教师的准备和他们的入职教育。本文介绍了三位中学理科教师的案例研究,他们从他们的理科教师教育计划中跟随他们,提倡概念转变的教学,这是他们以教学为中心的以学习者为中心的教学方法之一。本文的目的是描述教师从他们的教师准备计划中学到的教学科学的最初概念,以及他们如何将这些概念与教室和学校的环境影响相结合以产生实践。在参加者上岗前的第一年和第一年或第二年,以几种不同的方式从参加者那里收集数据:观察参加者的教学;与参与者的相关访谈;及其行动研究期刊。当他们接近第一年或第二年教学的结尾时,所有三位老师都表现出对他们的教学能力的信心增强,无论是在课堂表现还是在部门和学校中的位置。但是,他们都没有完全实施概念转变教学方法,这是他们教师准备计划的特定目标。

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