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首页> 外文期刊>International Journal of Science Education >Learning about Teachers' Accomplishment in 'Learning Skills for Science' Practice: The use of portfolios in an evidence-based continuous professional development programme
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Learning about Teachers' Accomplishment in 'Learning Skills for Science' Practice: The use of portfolios in an evidence-based continuous professional development programme

机译：在“科学学习技能”实践中学习教师的素养：在循证的持续专业发展计划中使用档案袋

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摘要

The study in this paper was carried out in the framework of an evidence-based continuous professional development (CPD) programme in which teachers documented evidence about their practice in a portfolio. The context of the CPD was related to the 'Learning Skills for Science' (LSS) programme, which advocates the incorporation of high-order learning skills and capabilities into science school curricula, in addition to content knowledge. The LSS comprises high-order scientific communication skills such as information retrieval, scientific reading, scientific writing, listening and observing, information representation, and knowledge presentation. The main goal was to study what can be learned from evidence-based portfolios about teachers' LSS practice. More specifically we studied the dimensions and levels of teachers' practice, the profiles of teachers' accomplishment, and their ability to present evidence about their practice. We analysed 12 teachers' portfolios (34 pieces of evidence) using a diagnostic tool that reflected the various dimensions of teachers' accomplishment in LSS practice: P: Perceptions of LSS instruction; M: Model of instruction; T: Using learning materials; A: Assessment; I: Influence in the school system; E: Evidence preparation. For each of these dimensions we identified a hierarchy of levels on a scale of 1-5. The diagnostic tool revealed diverse LSS multidimensional professional profiles which demonstrated strong and weak aspects in teachers' performance. We concluded that evidence-based portfolios about teachers' practice can serve as tools for assessment of teachers' accomplishment (for example, for accreditation purposes) and as an authentic resource for customising professional development programmes to the needs of individual teachers.
机译：本文的研究是在基于证据的持续专业发展（CPD）计划的框架内进行的，在该计划中，教师在档案袋中记录了有关其实践的证据。 CPD的内容与“科学学习技能”（LSS）计划有关，该计划主张除了内容知识之外，还将高阶学习技能和能力纳入理科学校课程。 LSS包括高级的科学交流技能，例如信息检索，科学阅读，科学写作，听力和观察，信息表示和知识表示。主要目标是研究可以从基于证据的档案袋中学到有关教师的LSS实践的知识。更具体地说，我们研究了教师实践的规模和水平，教师素养的概况以及他们提供有关其实践的证据的能力。我们使用诊断工具分析了12名教师的档案袋（34条证据），该工具反映了LSS实践中教师成就的各个方面：P：对LSS教学的看法； M：教学模式； T：使用学习资料；答：评估； I：对学校系统的影响； E：证据准备。对于这些维度中的每一个，我们确定了等级为1-5的等级层次。该诊断工具显示了多样化的LSS多维专业档案，显示了教师表现的强弱方面。我们得出的结论是，有关教师行为的基于证据的档案袋可以用作评估教师成绩的工具（例如，出于认证目的），并且可以作为根据个人教师的需求定制专业发展计划的可靠资源。

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