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首页> 外文学位 >Transforming beliefs and practices: Elementary teacher candidates' development through shared authentic teaching and reflection experiences within an innovative science methods course.
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Transforming beliefs and practices: Elementary teacher candidates' development through shared authentic teaching and reflection experiences within an innovative science methods course.

机译：改变信念和实践：在创新的科学方法课程中，通过共享真实的教学和反思经验，发展基础教师候选人。

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摘要

Elementary teachers are criticized for failing to incorporate meaningful science instruction in their classrooms or avoiding science instruction altogether. The lack of adequate science instruction in elementary schools is partially attributed to teacher candidates' anxiety, poor content and pedagogical preparation, and low science teaching self-efficacy. The central premise of this study was that many of these issues could be alleviated through course modifications designed to address these issues. The design tested and presented here provided prospective elementary educators' authentic science teaching experiences with elementary students in a low-stakes environment with the collaboration of peers and science teacher educators. The process of comprehensive reflection was developed for and tested in this study. Comprehensive reflection is individual and collective, written and set in dialogic discourse, focused on past and future behavior, and utilizes video recordings from shared teaching experiences. To test the central premise, an innovative science methods course was designed, implemented and evaluated using a one-group mixed-method design. The focus of the analysis was on changes in self-efficacy, identity and teaching practices as a function of authentic science teaching experiences and comprehensive reflection. The quantitative tools for analysis were t-tests and repeated-measures ANOVA on the Science Teaching Efficacy Belief Instrument-B (STEBI-B) and weekly self-rating on confidence as a learner and a teacher of science, respectively. The tools used to analyze qualitative data included thematic analysis and interpretative phenomenological analysis. In addition, theoretically grounded tools were developed and used in a case study to determine the ways one prospective educator's science teaching identity was influenced by experiences in the course. The innovative course structure led the development of teacher candidates' science teaching identity, supported science teaching self-efficacy development, positioned teachers as agents in their learning and development, provided the opportunity for teacher candidates to problematize teaching experiences to improve practice, developed teacher candidates who were able to critically question and create science curricula with the primary purpose of mediating student learning, and improved teacher candidates questioning skills and assistance with student performance in order to better mediate student learning. Implications for teacher education and future directions for research are discussed.
机译：小学教师因未能在课堂上融入有意义的科学教学或完全避免科学教学而受到批评。小学缺乏适当的科学教学，部分原因是应聘者的焦虑，内容和教学准备不足，以及科学教学的自我效能低下。这项研究的中心前提是，可以通过旨在解决这些问题的课程修改来缓解许多这些问题。在同行和理科教师教育者的协作下，在低风险的环境中，这里经过测试和展示的设计为潜在的基础教育者提供了与基础学生一起的真实的科学教学经验。本研究开发并测试了综合反思的过程。综合反思是个人和集体的，书面的并以对话的形式进行的，着眼于过去和未来的行为，并利用分享的教学经验中的录像。为了测试中心前提，使用一组混合方法设计，实施和评估了创新的科学方法课程。分析的重点是根据真实的科学教学经验和综合反思来改变自我效能，身份和教学实践。用于分析的定量工具分别是对科学教学效能信念工具B的t检验和重复测量方差分析（STEBI-B），以及对学习者和科学老师的信心进行每周自我评估。用于分析定性数据的工具包括主题分析和解释现象学分析。此外，还开发了具有理论基础的工具，并在案例研究中使用了这些工具，以确定一位准教育者的科学教学身份受课程经验影响的方式。创新的课程结构引领了教师候选人科学教学身份的发展，支持了科学教学自我效能的发展，将教师定位为他们学习和发展的主体，为教师候选人提供了对教学经验进行质疑的机会，以改善实践，发展了教师候选人他们能够以调解学生学习为主要目的进行批判性提问和创建科学课程，并提高了教师应聘者的提问技巧和对学生表现的帮助，以便更好地调解学生的学习。讨论了对教师教育的影响以及研究的未来方向。

著录项

  • 作者

    Naidoo, Kara.;

  • 作者单位

    New York University.;

  • 授予单位 New York University.;
  • 学科 Education Teacher Training.;Education Sciences.
  • 学位 Ph.D.
  • 年度 2013
  • 页码 256 p.
  • 总页数 256
  • 原文格式 PDF
  • 正文语种 eng
  • 中图分类
  • 关键词

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