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首页> 外文会议>International Technology, Education and Development Conference >(115) “SURELY YOU CANNOT TEACH THEM ALL THE SAME CONTENT?” AN INSIGHT INTO TEACHING AND LEARNING SCIENCE IN A PRIMARY TEACHER EDUCATION PROGRAMME
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(115) “SURELY YOU CANNOT TEACH THEM ALL THE SAME CONTENT?” AN INSIGHT INTO TEACHING AND LEARNING SCIENCE IN A PRIMARY TEACHER EDUCATION PROGRAMME

机译：（115）“当然，你不能教他们所有的内容吗？”论初级教师教育计划中教学与学习科学的洞察

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Primary Education in Ireland consists of an eight year cycle. The broad curriculum encourages a variety of teaching and learning approaches. There are seven key curricular areas which are further divided into 12 subjects. Science in encompassed within the Social, Environmental and Scientific Education (SESE) curriculum. This curriculum also include History and Geography. Unlike in some countries, there are no 'formal' subject specialists for teaching primary Science in Ireland. There are many factors contributing to pre-service teachers' preparedness to teach Science in primary schools. This research examines the teaching and learning of Science amongst pre-service primary teachers. 205 pre-service primary teachers participated. The pre-service teachers surveyed were at the end of their formal study of science education within their Bachelor of Education programme; they had completed two Science Education modules and had experience of teaching science in a primary classroom with at least three different class groups. Questionnaires were used to collect information from the participants. The participants' responses were then analysed, categorised and coded. Thorough analysis of the data indicated that there were three areas of 'knowledge' that the pre-service teachers referred to as challenges in their preparedness to teach primary science. The knowledge that the participants referred to were classified into three domains: subject matter knowledge (SMK), pedagogical content knowledge (PCK) and knowledge of the primary science syllabus. Although the pre-service teachers did not make distinctions between these domains in their own responses, their feedback indicated that they recognised these as pre-requisites for competent teaching of primary Science. Interestingly, there was much disparity in the feedback from the pre-service teachers i.e. individuals placed emphasis on different knowledge domains depending on their self-efficacy and level of preparedness in different areas. For example, some pre-service teachers had no formal experience of second-level science education; for these students, their own level of subject content knowledge was their main concern. In comparison, for other pre-service teachers who had such content knowledge, their concerns were based about deciphering the suitability and complexity of content for primary level pupils. The author acknowledges that the findings are not unique to this cohort of pre-service teachers. Much literature has identified SMK and PCK as barriers for pre-service teachers. The pre-service teachers' knowledges are influenced by their past experiences, can be disrupted by their present exposure to new methodologies and will impact on their future pedagogical innovation. This research provides a unique contribution by examining the intricate relationships between these knowledge domains. This short paper details the innovative pedagogies that have arisen from this research-led feedback from the pre-service teachers. Many of the observed challenges are not unique to Science pre-service teacher education, but also observed in other subject areas.
机译：爱尔兰的小学教育包括八年周期。广泛的课程鼓励各种教学和学习方法。有七个关键课程区域进一步分为12个科目。科学涵盖社会，环境和科学教育（SESE）课程。该课程还包括历史和地理位置。与某些国家不同，没有“正式”主题专家在爱尔兰教授主要科学。有许多因素有助于职前教师准备在小学教学科学的准备。这项研究探讨了售前小学教师的教学和学习。 205售前小学教师参加。调查的服务前的教师是在教育计划学士学位内部对科学教育的正式研究;他们已经完成了两种科学教育模块，并在患有至少三个不同的班级群体的主要课堂上有教学科学的经验。调查问卷用于从参与者收集信息。然后分析，分类和编码参与者的回复。对数据的彻底分析表明，售前前教师有三个“知识”的领域，以教导主要科学的准备方面的挑战。所谓的参与者称为三个域名：主题知识（SMK），教学内容知识（PCK）和主要科学教学大纲的知识。虽然前服务前的教师在他们自己的反应中没有做出这些域之间的区别，但他们的反馈表明他们认为这些域名作为主要科学主管教学的先决条件。有趣的是，在服务前教师的反馈中，您在不同的教师中有很大的差异，根据他们的自我效能和不同领域的准备水平，个人置于不同的知识领域。例如，一些职前教师没有第二级科学教育的正式经验;对于这些学生来说，他们自己的主题内容知识是他们的主要关注点。相比之下，对于具有此类内容知识的其他预先服务教师，他们的担忧是基于解密原发性学生内容的适用性和复杂性。提交人承认，这一调查结果并不是这种队列的职前教师独有。许多文献已经将SMK和PCK确定为售前前教师的障碍。服务前教师的知识受到过去经历的影响，可能会因他们目前暴露于新方法，并会影响他们未来的教学创新。本研究通过检查这些知识域之间的复杂关系提供了独特的贡献。这篇简短的论文详细介绍了从售前前的研究领导的教师出现的创新教育学。许多观察到的挑战并不是科学职前教师教育的独特，也是在其他主题领域观察到的。

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