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A professional development study of technology education in secondary science teaching in Benin: Issues of teacher change and self-efficacy beliefs.

机译：贝宁中学科学教育中技术教育的专业发展研究：教师变化和自我效能感信念的问题。

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摘要

This study has two purposes. The practical purpose of the study was to provide Benin middle school science teachers with an effective technology education professional development (TEPD) program which granted teachers with content knowledge in technology education (TE), PCK in TE, design hands-on models in TE, and design rubrics assessing students' works. The research purpose of the study was to explore teachers' TE content knowledge and PCK, changes in teachers' self-efficacy beliefs in teaching the TE portion of the curriculum, and teachers' perceptions of their TEPD experience after participating in the program.;Four sessions of the TEPD program were carried out with two groups of teachers (N = 23 & 28). A mixed methods research design was utilized to collect data. Pre-experimental one-group pretest-posttest research design was used to collect quantitative data. Two instruments, the technology education teacher self-efficacy beliefs instrument (TETEBI) and the TE Awareness instrument, were designed. The qualitative research design employed a case study with participating teachers' after-session journals and after-session evaluation, classroom observations, teachers' and students' interviews.;Overall results of the study revealed that the TEPD program impacted positively participating teachers. Salient results indicated that (1) the TEPD program was effective; (2) although quantitative analysis was inconclusive, through documents analysis, teachers' self-efficacy beliefs were enhanced after participating in the program; (3) teachers did acquire TE content knowledge and PCK; (4) teachers were effectively teaching the TE lessons integrated in the science curriculum; and (5) teachers expressed positive perceptions about the program and acknowledged its soundness, relevancy and effectiveness. Other characteristics of effective PD have been founded such as trainers' expertise and consideration of cultural and contextual issues of the trainees. Interpretations of the results led to ten educational implications that could improve TE teaching in secondary school settings in Benin, as well as in other developing countries with similar features. Finally, five recommendations were made for further investigations.
机译：这项研究有两个目的。这项研究的实际目的是为贝宁中学理科教师提供有效的技术教育专业发展（TEPD）计划，该计划授予教师技术教育（TE）内容知识，TE的PCK知识，TE的设计动手模型，并设计评估学生作品的指标。这项研究的研究目的是探索教师的TE内容知识和PCK，教师在教学课程的TE部分时自我效能观念的变化以及参加该计划后教师对其TEPD经验的看法。 TEPD计划的课程由两组老师共同完成（N = 23＆28）。利用混合方法研究设计来收集数据。实验前的一组前测后测研究设计用于收集定量数据。设计了两种工具，即技术教育教师自我效能信念工具（TETEBI）和TE意识工具。定性研究设计采用了案例研究，包括参与教师的课后期刊和课后评估，课堂观察，教师和学生的访谈。研究的总体结果表明，TEDD计划对参与教师产生了积极影响。突出的结果表明：（1）TEPD计划是有效的； （2）尽管定量分析尚无定论，但通过文献分析，参加该计划后教师的自我效能感得到了增强； （3）教师确实获得了TE内容知识和PCK； （4）教师有效地教授了整合在科学课程中的TE课程； （5）教师对计划表达了积极的看法，并承认其合理性，相关性和有效性。有效的PD的其他特征已经建立，例如培训师的专业知识以及对受训者的文化和背景问题的考虑。对结果的解释导致十种教育意义，可以改善贝宁以及具有类似特征的其他发展中国家的中学环境中的TE教学。最后，提出了五项建议，以供进一步调查。

著录项

  • 作者

    Kelani, Razacki Raphael E. D.;

  • 作者单位

    Kent State University.;

  • 授予单位 Kent State University.;
  • 学科 Education Teacher Training.;Education Sciences.
  • 学位 Ph.D.
  • 年度 2009
  • 页码 222 p.
  • 总页数 222
  • 原文格式 PDF
  • 正文语种 eng
  • 中图分类 教师;自然科学教育与普及;
  • 关键词

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