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首页> 外文期刊>International Journal of Science Education >A Conflict in Your Head: An exploration of trainee science teachers' subject matter knowledge development and its impact on teacher self-confidence
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A Conflict in Your Head: An exploration of trainee science teachers' subject matter knowledge development and its impact on teacher self-confidence

机译：头上的冲突：实习科学教师主题知识发展及其对教师自信心的影响

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摘要

Teachers' subject matter knowledge (SMK) is one factor contributing to teaching 'successfully', as this provides a basis from which pedagogical content knowledge develops. UK-based trainee science teachers teach all sciences to age 14 and often up to age 16. Trainees have specialist science knowledge in chemistry, physics, or biology from their degrees. Other sciences may not have been studied since school. Thus, trainee science teachers often teach 'outside specialism'. The extent to which teaching within and outside specialism influences successful teaching, ensuring learning objectives are achieved, was investigated. The sources seventy-one trainees use for preparing within and outside specialism science lessons for 11-14-year-olds and 14-16-year-olds and effects on teacher self-confidence of working in these two domains were probed by questionnaire and interview. All trainees responded to open and closed questions, and Likert-scale statements exploring preferences for teaching, self-confidence, handling subject-related questions within and outside specialism, and attitudes towards learning new SMK. A subgroup of 12 trainees participated in individual semi-structured interviews. The results are counter-intuitive: trainees teach more successful lessons outside their specialism, particularly in the early stages. This relates to using a richer range of SMK sources, including, crucially, advice from experienced colleagues. Within specialism, trainees report an inability to select appropriate knowledge and/or strategies and a sense of conflict in teaching inaccurate information. Some 'anxious' trainees rely heavily on extant materials for outside specialism teaching. 'Super-confident' trainees able to teach any science focus on selection of appropriate instructional strategies and realise early on the need to transform SMK.
机译：教师的主题知识（SMK）是有助于“成功”教学的一个因素，因为这提供了发展教学内容知识的基础。英国的实习生科学老师会教授所有14岁至16岁的所有科学知识。实习生从其学位获得化学，物理学或生物学方面的专业科学知识。自学校毕业以来可能尚未研究其他科学。因此，见习理科教师经常教授“外部专业”。调查了内部和外部专业教学对成功教学的影响程度，以确保实现学习目标。通过问卷调查和访谈探讨了七十一名受训人员用于准备11-14岁和14-16岁青少年的内外科学课程的资源，以及这两个领域对教师工作自信心的影响。 。所有学员均回答了公开和不公开的问题，以及李克特量表，探讨了教学偏好，自信，在专业内外处理与主题相关的问题以及对学习新的SMK的态度。由12名受训者组成的小组参加了个别的半结构式访谈。结果是违反直觉的：受训者在他们的专业之外教授更多成功的课程，尤其是在早期阶段。这涉及使用更多种类的SMK来源，包括至关重要的是，请有经验的同事提供建议。在专业知识范围内，受训人员报告说，在教授不正确的信息时，他们无法选择适当的知识和/或策略，并产生冲突感。一些“焦虑”的学员在很大程度上依赖于现有的材料进行外部专业教学。能够教任何科学的“超级自信”学员着重于选择适当的教学策略，并尽早意识到转变SMK的必要性。

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