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Primary Connections: Simulating the Classroom in Initial Teacher Education

机译：主要联系：模拟初始教师教育中的课堂

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摘要

The challenge of preparing novice primary teachers for teaching in an educational environment, where science education has low status and many teachers have limited science content knowledge and lack the confidence to teach science, is great. This paper reports on an innovation involving a sustained simulation in an undergraduate science education course as a mediational tool to connect two communities of practice—initial teacher education and expert primary science teaching. The course lecturer and student teachers role-played the expert classroom teacher and primary students (Years 7/8) respectively in an attempt to gain insights into teaching and learning through authentic activity that models good practice in primary science teaching and learning. Activity theory was used to help frame and analyse the data. Findings from the first trial indicate that the simulation was very effective in initiating science pedagogical content knowledge (PCK) development of primary student teachers.
机译：在科学教育地位低下，许多教师的科学内容知识有限且缺乏科学教学信心的教育环境中，为新手小学教师做好准备的挑战是巨大的。本文报告了一项创新，其中涉及在本科科学教育课程中进行持续模拟，以此作为连接两个实践团体（初始教师教育和专家基础科学教学）的中介工具。课程讲师和学生老师分别扮演了专家课堂老师和小学学生（7/8年级）的角色，以通过模仿小学科学教学中良好实践的真实活动来获得对教学的见识。活动理论被用来帮助框架和分析数据。第一次试验的结果表明，该模拟对于启动小学教师的科学教学内容知识（PCK）的开发非常有效。

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