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The impact of Japanese lesson study on preservice teacher belief structures about teaching and learning science.

机译：日语课程研究对职前教师关于教学科学的信念结构的影响。

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摘要

This study investigates how preservice teachers make sense of student-centered instruction with existing traditional beliefs about teaching. Teacher educators assume that university instruction translates directly into practice, yet, research is clear that beginning teachers revert to traditional teaching practice. For elementary teachers, one science methods course is assumed to be sufficient instruction in contemporary methods to successfully guide practice in their beginning years. Two main research questions are addressed: (1) Do preservice teacher belief structures change during the implementation of a Japanese Lesson Study cycle? (2) To what extent are preservice teachers teaching behaviors consistent with their belief structures?;To answer these questions, a case study methodology consisting of three preservice teachers, selected from a collective case study of 25 preservice teachers, was performed. The time periods of data collection were set with Lesson Study episodes. The time periods included pre-lesson study, during lesson study episodes, and post lesson study, with a conceptual framework synthesized from beliefs literature, Rokeach (1968), Fishbein and Ajzen (1975), and operationalized within the context of a Science Methods course using Richardson et al (1991) and Pajares (1992) as a guide.;Findings indicate that even if preservice teachers have similar experiences with elementary science instruction, and have developed a traditional frame of reference (Kennedy, 1999) that guides their learning about teaching, each understands information idiosyncratically. When viewed in terms of Green's (1971) metaphor of belief structures, preservice teachers have widely differing frames of reference; thus, an individual's sense-making about inquiry lessons within lesson study groups and the meaning conveyed within conversations are completely different. Ultimately, the participants in this study can be described, metaphorically, as having a Crisis of Belief (Green, 1971), an approach of Quiet Introspection, and a Crisis of Practice.;For teacher educators, understanding preservice teacher understanding, and using that understanding in constructing lessons that facilitate evaluation of existing beliefs requires different lenses. The three lenses used are, Epistemological (Hewson & Hewson, 1984; Posner, Strike, Hewson, & Gertzog, 1982), Social/Affect (Pintrich, Marx, & Boyle, 1993; Tyson, Venville, Harrison, & Treagust, 1997), and an Expectational lens (Chi, Slotta, & de Leeuw, 1994). The selection of lenses is dependent upon the idiosyncratic nature of each preservice teacher's belief structure.
机译：这项研究调查了职前教师如何以现有的传统教学观念来理解以学生为中心的教学。教师教育者认为大学的教学可以直接转化为实践，但是，研究清楚地表明，初任教师会恢复传统的教学实践。对于初级教师来说，一门科学方法课程被认为是当代方法的充分指导，可以成功地指导他们开始的实践。解决了两个主要的研究问题：（1）在日语课程学习周期的实施过程中，职前教师的信仰结构是否发生变化？ （2）职前教师的教学行为在多大程度上与他们的信念结构相一致？；为了回答这些问题，采用了由三名职前教师组成的案例研究方法，该方法是从25名职前教师的集体案例研究中选出的。数据收集的时间段由“课程研究”情节设置。这些时间段包括课前学习，课上学习期间和课后学习，其概念框架由信仰文学Rokeach（1968），Fishbein和Ajzen（1975）合成，并在“科学方法”课程的背景下运作研究结果表明，即使职前教师在基础科学教学方面有类似的经验，并且已经建立了一个传统的参考框架（Kennedy，1999年），可以指导他们的学习。教学中，每个人都特异地理解信息。从格林（1971）对信仰结构的隐喻来看，职前教师的参考框架差异很大。因此，一个人对课程学习小组中的探究课的理解与对话中传达的含义是完全不同的。最终，该研究的参与者可以比喻为信仰危机（Green，1971），安静内省的方法和实践危机。;对于教师教育者，了解职前教师的理解并加以运用在构建有助于评估现有信念的课程中进行理解需要不同的视角。所使用的三种镜头分别是：认识论的（Hewson＆Hewson，1984； Posner，Strike，Hewson和Gertzog，1982），社会/情感（Pintrich，Marx和Boyle，1993； Tyson，Venville，Harrison和Treagust，1997）。 ，以及期望镜头（Chi，Slotta和de Leeuw，1994年）。镜片的选择取决于每个职前教师的信念结构的特质。

著录项

  • 作者

    Fortney, Brian Scott.;

  • 作者单位

    The University of Texas at Austin.;

  • 授予单位 The University of Texas at Austin.;
  • 学科 Education Elementary.;Education Teacher Training.;Education Sciences.
  • 学位 Ph.D.
  • 年度 2009
  • 页码 260 p.
  • 总页数 260
  • 原文格式 PDF
  • 正文语种 eng
  • 中图分类 初等教育;自然科学教育与普及;教师;
  • 关键词

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