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Gaps in science content knowledge encountered during teaching practice: A study of early-career middle-school science teachers.

机译：在教学实践中遇到的科学内容知识方面的差距：对早期职业中学理科教师的研究。

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摘要

Subject-specific content knowledge is crucial for effective science teaching, yet many teachers are entering the field not fully equipped with all the science content knowledge they need to effectively teach the subject. Learning from practice is one approach to bridging the gap between what practicing teachers know and what they need to know. This dissertation explores one aspect of learning from practice: when and how teachers encounter gaps in their science content knowledge during teaching practice and whether and how the teachers recognize those gaps. Classroom lessons of six early-career middle-;school science teachers in three states were observed and video-taped to document apparent gaps in their science content knowledge. The observations were followed by interviews with each teacher to determine when the teachers encountered science content knowledge gaps, the nature of those gaps, and whether the teacher recognized the gaps. Additional analysis focused on how the observed gaps may have been influenced by teachers' undergraduate science coursework, expressed confidence in their knowledge of the subjects they were observed teaching, and level of daily preparation to teach. Practices that helped teachers recognize gaps in their knowledge (and consequently opened opportunities to learn from practice) were identified, as were common practices that seemed to hinder learning from practice.
机译：特定于学科的内容知识对于有效的科学教学至关重要，但是，许多教师进入该领域时并未完全具备有效教授该学科所需的所有科学内容知识。从实践中学习是弥合实践中老师所知道的与他们所需要知道的之间的差距的一种方法。本文探讨了从实践中学习的一个方面：教师在教学实践中何时以及如何遇到其科学知识方面的空白，以及教师是否以及如何认识到这些空白。观察并录制了三个州的六名早期初中中学科学教师的课堂课程，并进行了录像，以记录他们在科学内容知识上的明显差距。观察之后，与每位教师进行访谈，以确定教师何时遇到科学知识知识的空白，这些空白的性质以及老师是否认识到这些空白。额外的分析集中于观察到的差距可能如何受到教师的本科科学课程工作的影响，对他们对所观察的学科知识的信心以及每天的教学准备水平表示了信心。确定了可以帮助教师认识到知识差距的实践（以及因此而获得的从实践中学习的机会），以及似乎阻碍学习实践的常见实践。

著录项

  • 作者

    Kinghorn, Brian Edward.;

  • 作者单位

    Michigan State University.;

  • 授予单位 Michigan State University.;
  • 学科 Education Middle School.;Education Sciences.;Education Educational Psychology.
  • 学位 Ph.D.
  • 年度 2013
  • 页码 182 p.
  • 总页数 182
  • 原文格式 PDF
  • 正文语种 eng
  • 中图分类
  • 关键词

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