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首页> 外文期刊>Journal of Science Teacher Education >Evidence that Teacher Interactions with Pedagogical Contexts Facilitate Chemistry-Content Learning in K-8 Professional Development
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Evidence that Teacher Interactions with Pedagogical Contexts Facilitate Chemistry-Content Learning in K-8 Professional Development

机译：教师与教学环境的互动促进K-8专业发展中化学内容学习的证据

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摘要

In many innovative science content professional development (PD) courses for teachers, science concepts are situated within pedagogical contexts, or in other words, science content is incorporated within contexts relevant to teaching and student learning. Pedagogical contexts are often used because they are believed to be engaging for teachers and to support content transfer to the classroom. However, few studies have investigated how pedagogical contexts serve to impact teacher engagement and science content learning. This qualitative case study examined K-8 in-service teachers’ interactions with pedagogical contexts in a chemistry PD course. Findings indicate that teachers’: (1) contribution of teaching experiences helped create a collegial learning environment, (2) sharing of concerns from classroom teaching directed content discussion and learning objectives, and (3) reflection on teacher and learner roles in the PD classroom led to persistence in chemistry-content learning. Implications for PD instructor use of pedagogical contexts in science content based PD are discussed.
机译：在许多针对教师的创新性科学内容专业发展（PD）课程中，科学概念位于教学环境中，换句话说，科学内容被纳入与教学和学生学习相关的环境中。通常使用教学环境，因为它们被认为可以吸引教师并支持将内容传输到教室。但是，很少有研究调查教学情境如何影响教师的参与度和科学内容学习。这项定性的案例研究在化学PD课程中研究了K-8在职教师与教学环境的互动。调查结果表明，教师：（1）教学经验的贡献有助于创建大学学习环境；（2）分享课堂教学指导的内容讨论和学习目标的关注点；以及（3）对PD教室中老师和学习者角色的反思导致坚持化学内容学习。讨论了基于科学内容的PD对PD讲师使用教学环境的影响。

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