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首页> 外文期刊>Research Papers in Education >Student teachers’ thinking about learning to teach: a study of student teachers of mathematics and science at the end of their initial training
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Student teachers’ thinking about learning to teach: a study of student teachers of mathematics and science at the end of their initial training

机译：学生老师对学习教学的思考：对数学和科学学生老师的初步培训后的研究

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Recent dominant models of student teacher learning include apprenticeship and reflective practice, but these are now being challenged, extended and enriched by broader sociocultural models of learning. These new models direct attention to how learning is shaped by an interplay between the characteristics of the student teachers, their lecturers and their teacher mentors, and the characteristics of the university, schools and societal contexts within which these students, lecturers and mentors work. Sociocultural theories also reveal the importance of how learning is transferred and transformed as the student teacher moves between different contexts (e.g. between university and school, or between one school and another). In the context of teacher education in England, this paper explores the nature of student teachers’ thinking at the end of their initial teacher education (ITE) programme, and questions how the student teachers learnt to think about teaching in these ways - in particular what they felt they learnt in the university and school contexts, and how they dealt with differences between the ideas which were valued in those different contexts. Data were collected by questionnaire from a volunteer sample of student teachers of science and mathematics close to the end of their ITE course. Questions generally called for free response answers which were transcribed, coded and then related to a framework of ideas derived from our synthesis of sociocultural theories of learning. From the insights gained, we develop a theoretical understanding of the emerging aspects of student teachers’ thinking and learning which we summarise under the term ‘progressive filtering’. We discuss the relationship of this idea to the classical literature on socialisation of teachers and on ‘reality shock’, and also relate this idea to activity theory. We illustrate how this theoretical framework offers insights that could enable ITE to address issues which have remained problematic for some time.View full textDownload full textKeywordsteacher education, science education, professional development, mixed methodologies, online learningRelated 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/10.1080/02671522.2010.501906
机译：最近，学生教师学习的主要模式包括学徒制和反思性实践，但是现在正受到更广泛的社会文化学习模式的挑战，扩展和丰富。这些新模型直接关注学生教师，讲师和教师导师的特征以及这些学生，讲师和导师在其中工作的大学，学校和社会环境的特征之间相互作用的学习方式。社会文化理论还揭示了随着学生教师在不同背景之间（例如在大学与学校之间，或一所学校与另一所学校之间）移动而进行的学习转移和转化的重要性。在英格兰的教师教育背景下，本文探讨了学生教师在其初始教师教育（ITE）计划结束时的思维方式，并质疑学生教师如何学会以这些方式思考教学他们觉得他们在大学和学校环境中学到了什么，以及如何处理在这些不同环境中珍视的思想之间的差异。数据是通过问卷调查从接近ITE课程结束时的自然科学和数学学生教师志愿者样本中收集的。问题通常要求提供免费的答案，这些答案会被转录，编码，然后与从我们的社会文化学习理论综合中得出的思想框架联系起来。从所获得的见解中，我们对学生教师的思维和学习的新兴方面有了理论上的理解，我们将其概括为“渐进式过滤”。我们讨论了这种观念与关于教师社会化和“现实冲击”的古典文学之间的关系，并将这种观念与活动理论联系起来。我们将说明该理论框架如何提供见解，使ITE能够解决一段时间以来仍存在问题的问题。查看全文下载全文关键字教师教育，科学教育，专业发展，混合方法，在线学习相关的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/10.1080/02671522.2010.501906

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