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首页> 外文学位 >Reflective pedagogical practices in an era of standards based reform: What do teachers do? An examination of science teachers' communities and their contribution to the facilitation of professional growth through authentic reflection.
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Reflective pedagogical practices in an era of standards based reform: What do teachers do? An examination of science teachers' communities and their contribution to the facilitation of professional growth through authentic reflection.

机译：在基于标准的改革时代中的反思性教学实践：教师做什么？理科教师社区及其通过真实反思对促进专业发展的贡献的检查。

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摘要

National and international science reform movements are sweeping through the educational landscape aimed at improving scientific literacy in students across the world. A myriad of professional development (PD) initiatives by governing bodies are continually initiated to help improve teacher knowledge in both science content and process. Change in not accomplished easily as visions and mission are often challenged by deeply engrained ways of being. In this study we explore the salient cultural and contextual factors that support teacher learning through the framework of Reflective Practice. The research questions aim to answer the following: (1) To what extent do teachers see PD activities connected to their daily teaching practices and (2) What are the salient cultural and contextual factors within the educational environments that encourage reflection which leads to growth in teachers? Although the geographical location, culture and PD approach of the two educational contexts vary and therefore incomparable, salient commonalities were found within the two contexts that explained a varied pattern of behavior among the participating teachers. It was found that the role of the leaders in schools, accountability structures, interaction with technology, fidelity towards the program and cultural values of the educational context deeply influenced the drive and direction of PD initiatives that led to teacher knowledge growth and change that was either fully or at the least partially realized. The knowledge gained in this study does not aim to compare one context to another, rather it points to the direction that one can go with knowledge that proves to nurture and sustain teacher knowledge growth and development through a cycle of continuous change.
机译：国内外科学改革运动席卷整个教育领域，旨在提高世界各地学生的科学素养。理事机构不断发起无数的专业发展（PD）计划，以帮助提高教师在科学内容和过程方面的知识。变革和挑战并非易事，因为愿景和使命常常受到根深蒂固的存在方式的挑战。在这项研究中，我们探讨了通过反思性实践框架支持教师学习的重要文化和背景因素。研究问题旨在回答以下问题：（1）教师在多大程度上看到PD活动与他们的日常教学实践相关；（2）在教育环境中哪些重要的文化和情境因素会鼓励反思，从而导致反思的发展。老师？尽管两种教育环境的地理位置，文化和局限性教学方法各不相同，因此是无与伦比的，但在两种环境中发现了显着的共性，这解释了参与教师之间行为方式的差异。研究发现，学校领导者的角色，责任制，技术互动，对课程的忠诚度以及教育背景下的文化价值深刻地影响了PD活动的驱动力和方向，从而导致了教师知识的增长和变革。完全或至少部分实现。这项研究中获得的知识并非旨在将一种情境与另一种情境进行比较，而是指出了一个方向，即人们可以利用经证明可以通过不断变化的周期来培育和维持教师知识的增长和发展的知识。

著录项

  • 作者

    Chowdhary, Bhawna.;

  • 作者单位

    State University of New York at Buffalo.;

  • 授予单位 State University of New York at Buffalo.;
  • 学科 Science education.;Curriculum development.
  • 学位 Ph.D.
  • 年度 2015
  • 页码 275 p.
  • 总页数 275
  • 原文格式 PDF
  • 正文语种 eng
  • 中图分类
  • 关键词

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