• 主题
高级搜索  >
历史搜索 清空历史
首页> 外文期刊>Research in Science Education >Exploring the Construct of Pedagogical Discontentment: A Tool to Understand Science Teachers’ Openness to Reform
【24h】

Exploring the Construct of Pedagogical Discontentment: A Tool to Understand Science Teachers’ Openness to Reform

机译：探索教学不满情绪的建构：一种理解理科教师改革开放的工具

获取原文
获取原文并翻译 | 示例
           
页面导航
  • 摘要
  • 著录项
  • 相似文献
  • 相关主题

摘要

It is well established that many teachers are resistant to take up the messages of reform if these messages require them to substantially shift their teaching practices. What accounts for this resistance? One well established explanation is that teachers lacks the self-efficacy required to attempt something new in their teaching—they simply do not feel capable of effectively enacting the messages. However, there are a host of studies describing teachers with high self—efficacy who remain resistant to messages of change. The purpose of this article is to address the gap in the application of self-efficacy to understand the change or lack of change of science teachers’ practice through the introduction of a related construct, pedagogical discontentment. This construct reflects a state of cognitive conflict that exists when an individual recognizes a mismatch between her/his science teaching pedagogical goals and classroom practices. One potential result of this mismatch is that a teacher problematizes her teaching practices, prompting an increased receptivity to reform messages. Building on existing literature, we present vignettes of four hypothetical teachers who exemplify variations of pedagogical discontentment. When combined with self-efficacy, pedagogical discontentment provides a useful lens to understand teachers’ consideration and adoption of messages of reform.
机译：公认的是，如果许多教师要求他们实质性地改变他们的教学习惯，他们就会拒绝接受改革的信息。是什么造成了这种阻力？一种公认的解释是，教师缺乏在教学中尝试新事物所需的自我效能感，他们根本感觉不到能够有效地表达信息的能力。但是，有许多研究描述了具有较高自我效能感的教师，他们仍然抵制变革的信息。本文的目的是通过引入相关的结构，教学上的不满，来解决自我效能感应用中的差距，以理解理科教师的实践的变化或缺乏变化。这种结构反映了一种认知冲突的状态，当一个人意识到他/他的科学教学方法的目标与课堂实践之间的不匹配时，就会存在这种状态。这种不匹配的潜在结果是，老师对她的教学方式提出了问题，促使他们对信息的接受能力增强。在现有文献的基础上，我们介绍了四个假想教师的短篇小说，这些例子例证了教学上的不满情绪的变化。与自我效能感相结合时，教学上的不满情绪为理解教师对改革信息的考虑和采用提供了有用的视角。

著录项

相似文献

  • 外文文献
  • 中文文献
  • 专利
获取原文

客服邮箱：kefu@zhangqiaokeyan.com

京公网安备：11010802029741号 ICP备案号：京ICP备15016152号-6 六维联合信息科技 (北京) 有限公司©版权所有

  • 客服微信

  • 服务号