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首页> 外文学位 >Enacting an inquiry stance: Examining the long-term impact of learning to teach in a professional development school that fosters teacher inquiry.
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Enacting an inquiry stance: Examining the long-term impact of learning to teach in a professional development school that fosters teacher inquiry.

机译：制定探究立场：在促进教师探究的专业发展学校中，研究学习教学的长期影响。

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摘要

The purpose of this study was to examine the beliefs and practices of former interns prepared in a particular professional development school setting that attempts to promote teacher inquiry. Seven former interns that were experiencing their beginning years of teaching participated in this study. The participants in this study were all classroom teachers who had learned to teach in the context of an elementary professional development school partnership. Each had participated in a year-long internship experience.;The seven participants were purposefully selected from a larger pool of former interns who had responded to a survey that attempted to uncover the degree to which former interns espoused an inquiry stance towards teaching. The participants were purposefully drawn because they were teaching in different contexts and appeared, from their survey responses, to have differing degrees of an inquiry orientation.;The findings of this study lead to the development of a formal definition of an inquiry stance toward teaching. The data show us that this particular PDS program does seem to prepare teachers to have and maintain an inquiry stance throughout their teaching careers. The data revealed that an inquiry stance may not look exactly the same for everyone but it does not mean that it is not there. We know that different factors in a teacher's work setting can influence the extent to which his or her inquiry stance is visible. By examining the long-term impact of PDS preparation, we now have a better understanding of what an inquiry-oriented stance is and how to prepare preservice teachers with an inquiry-oriented stance toward teaching.
机译：这项研究的目的是研究在特定的专业发展学校环境中准备的，试图促进教师探究的前实习生的信念和实践。七名前实习生正在经历他们的教学初期，他们参加了这项研究。这项研究的参与者都是在基本的专业发展学校伙伴关系的背景下学会了教学的所有课堂老师。每个人都参加了为期一年的实习经历。七名参与者是从一大批前实习生中有选择地选出的，他们对一项调查做出了回应，试图揭露前实习生对教学提出质疑的程度。参与者之所以被故意吸引是因为他们在不同的情境中进行教学，并且从他们的调查回答看来，他们具有不同程度的探究取向。这项研究的发现导致对探究态度的正式定义得到了发展。数据向我们表明，这个特殊的PDS计划似乎确实在为教师在整个教学生涯中保持和保持探究姿态做准备。数据显示，每个人的询问立场可能看起来并不完全相同，但这并不意味着它并不存在。我们知道，教师工作环境中的不同因素会影响其探究态度的可见度。通过研究PDS准备的长期影响，我们现在对什么是探究式立场以及如何为探究型教师准备以探究式立场进行教学有了更好的了解。

著录项

  • 作者

    Amond, Mary Beth.;

  • 作者单位

    The Pennsylvania State University.;

  • 授予单位 The Pennsylvania State University.;
  • 学科 Education Elementary.;Education Curriculum and Instruction.;Education Teacher Training.
  • 学位 Ph.D.
  • 年度 2008
  • 页码 244 p.
  • 总页数 244
  • 原文格式 PDF
  • 正文语种 eng
  • 中图分类 初等教育;教师;教育;
  • 关键词

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