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Teacher change and professional development: A case study of teachers engaged in an innovative constructivist science curriculum.

机译：教师变革与专业发展：以从事创新的建构主义科学课程的教师为例。

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This study examined both the changes that elementary school teachers experienced when they implemented a reform-based science curriculum and the impact of professional development on this transformation. The research involved a case study of three purposefully selected teachers implementing the Linking Food and the Environment (LIFE) program during the 2002--2003 school year. The LIFE program is a curriculum designed to enhance science literacy among learners from high poverty urban environments.; While the study was grounded in the tradition of critical theory (Carspecken, 1996), the theoretical perspective of hermeneutic phenomenology (van Manen, 1990) guided data collection and analysis. Extensive observations of the teachers were made in order to capture and record the teacher change phenomenon. Data were recorded by means of field notes, audio and videotapes, semi-structured interviews, classroom observations, and video Stimulated Recall (SR) interviews.; Emerging themes relating to teacher change, knowledge interests, constructivist pedagogy, and professional development illustrated how teachers grapple with various aspects of implementing a reform-based science curriculum. The teachers in this study were similar to those in earlier investigations, which found that sustained professional development programs involving mentoring and constant reflection enable elementary science teachers to change their instructional strategies from the technical-realist orientation towards the practical-hermeneutic and emancipatory-liberatory orientations. The study has implications for science curriculum developers and designers of professional development programs.

机译：这项研究考察了小学教师在实施以改革为基础的科学课程时所经历的变化，以及专业发展对这种转变的影响。这项研究包括对2002年至2003学年期间实施食品与环境链接（LIFE）计划的三位经过精心挑选的教师的案例研究。 LIFE计划是旨在提高来自高贫困城市环境的学习者的科学素养的课程。尽管该研究基于批判理论的传统（Carspecken，1996），但诠释学现象学的理论视角（van Manen，1990）指导了数据的收集和分析。为了捕捉和记录教师的变化现象，对教师进行了广泛的观察。数据通过现场记录，录音带，录像带，半结构式访谈，课堂观察和视频刺激回忆（SR）访谈进行记录。与教师变革，知识兴趣，建构主义教学法和专业发展有关的新兴主题说明了教师如何应对实施基于改革的科学课程的各个方面。本研究中的教师与早期调查中的教师相似，他们发现持续的职业发展计划（包括指导和不断反思）使基础科学教师能够将其教学策略从技术现实主义取向转变为实践诠释主义和解放解放取向。这项研究对科学课程的开发者和专业发展计划的设计者有影响。

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作者
Akura, Okong'o Gabriel.;
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作者单位

University of Missouri - Saint Louis.;

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授予单位 University of Missouri - Saint Louis.;
学科 Education Curriculum and Instruction.; Education Sciences.; Education Teacher Training.
学位 Ed.D.
年度 2004
页码 222 p.
总页数 222
原文格式 PDF
正文语种 eng
中图分类教育;自然科学教育与普及;教师;
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1. One Science Teacher's Professional Development Experience:A Case Study Exploring Changes in Students' Perceptions of Their Fluency with Innovative Technologies [J] . Jazlin Ebenezer, Russell Columbus, Osman Nafiz Kaya, Journal of Science Education and Technology . 2012,第1期

机译：一位理科老师的专业发展经验：以创新技术为例的学生探索其流利感变化的案例研究
2. Who are the Science Teachers that Seek Professional Development in Research Experience for Teachers (RET's)? Implications for Teacher Professional Development [J] . Yavuz Saka Journal of Science Education and Technology . 2013,第6期

机译：谁在寻求教师研究经验（RET's）专业发展的理科教师？对教师专业发展的启示
3. 'Regressed experts' as a new state in teachers' professional development: lessons from Computer Science teachers' adjustments to substantial changes in the curriculum [J] . Neomi Liberman, Yifat Ben-David Kolikant, Catriel Beeri Computer Science Education . 2012,第3期

机译：“退化的专家”成为教师专业发展的新状态：从计算机科学教师的调整到课程的重大变化的教训
4. Study on the Problems and Countermeasures of Private University Teachers' Professional Development - A case study of science teachers [C] . Yibin XIANG International Conference on Social Science, Education Management and Sports Education . 2015

机译：私立大学教师专业发展问题及对策研究 - 以科学教师为例
5. Opening the Gate: Changing the attitudes and practices of teachers through a constructivist professional development model. [D] . Berger, Sandra Lynn. 1999

机译：打开大门：通过建构主义的专业发展模式改变教师的态度和做法。
6. Improving science teachers’ nature of science views through an innovative continuing professional development program [O] . Eda Erdas Kartal, William W. Cobern, Nihal Dogan, -1

机译：通过创新的持续专业发展计划改善理科教师的科学见解
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Teacher change and professional development: A case study of teachers engaged in an innovative constructivist science curriculum.

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