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首页> 外文期刊>Asia-Pacific Journal of Teacher Education >Challenging science teachers' beliefs and practices through a video-case-based intervention in China's primary schools
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Challenging science teachers' beliefs and practices through a video-case-based intervention in China's primary schools

机译：通过视频案例干预中国小学挑战科学老师的信念和实践

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摘要

The present study aims to challenge primary school science teachers' beliefs about education and teaching efficacy, as well as their teaching practices, through a video-case-based intervention programme in a Chinese educational setting. A total of 46 in-service teachers were involved in this study (experimental group = 23, control group = 23). Pre- and post-intervention surveys were administered to examine possible changes in the participants' beliefs about education and science teaching efficacy. Video data were gathered through classroom observations of 9 participants from the experimental group and 9 participants from the control group. The results of one-way analysis of covariance indicate that the reported post-intervention beliefs of teachers who participated in the programme differed significantly from their pre-intervention beliefs. More specifically, teachers in the experimental groups reported fewer traditional and more constructivist beliefs after the intervention, as well as stronger personal science teaching efficacy beliefs. One exception included beliefs about science teaching outcome expectancy. The video data showed that teaching practices became more constructivist in terms of both practical activities and student ICT use.View full textDownload full textKeywordsprimary education, science teaching efficacy beliefs, teacher beliefs, video-based teacher developmentRelated var addthis_config = { ui_cobrand: "Taylor & Francis Online", services_compact: "citeulike,netvibes,twitter,technorati,delicious,linkedin,facebook,stumbleupon,digg,google,more", pubid: "ra-4dff56cd6bb1830b" }; Add to shortlist Link Permalink http://dx.doi.org/10.1080/1359866X.2012.724655
机译：本研究旨在通过在中国教育环境中基于视频案例的干预计划，挑战小学理科教师关于教育和教学效能以及他们的教学实践的观念。共有46名在职教师参与了这项研究（实验组= 23，对照组= 23）。进行干预前和干预后的调查，以检验参与者对教育和科学教学效能的看法的可能变化。通过对实验组的9名参与者和对照组的9名参与者进行课堂观察，收集了视频数据。协方差的单向分析结果表明，参与该计划的教师所报告的干预后信念与干预前信念存在显着差异。更具体地说，实验组的教师报告说，干预后传统和建构主义信念较少，而个人科学教学效能信念则较强。一个例外是对科学教学成果期望的信念。视频数据显示，无论是在实践活动还是在学生使用ICT方面，教学实践都变得更具建构主义。查看全文下载全文关键字小学教育，科学教学效能信念，教师信念，基于视频的教师发展相关var addthis_config = {ui_cobrand：“ Taylor＆弗朗西斯在线”，services_compact：“ citeulike，netvibes，twitter，technorati，美味，linkedin，facebook，stumbleupon，digg，google，更多”，发布号：“ ra-4dff56cd6bb1830b”};添加到候选列表链接永久链接http://dx.doi.org/10.1080/1359866X.2012.724655

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