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The Transparent and the Invisible in Professional Pedagogical Vision for Science Teaching

机译：科学教学在专业教学视野中的透明与无形

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摘要

Science teacher educators use examples of practice to support teacher candidates (TCs) learning to engage in new forms of science teaching. However, interpretation of these examples assumes a level of expertise about practice TCs lack. This article describes a study designed to determine some of the differences between expert teachers' and TCs' professional pedagogical vision for science teaching. Specifically, the study examines what each group attends to (highlights) in examples of science teaching and how they interpret the events they attend to (codes). Both groups were asked to analyze video of classroom science teaching. Differences were found between TCs and expert teachers in terms of both highlighting and coding of science teaching practice. Four key areas of difference are described in detail: actor focus, questions, grain size, and enactment. The implications for science teacher education are discussed, in particular a set of tools and teacher education practices to support acculturating TCs into more a sophisticated professional pedagogical vision for science teaching.
机译：理科教师的教育者通过实践的例子来支持教师候选人（TC）的学习，以从事新形式的科学教学。但是，对这些示例的解释假设缺少有关实践TC的专业知识。本文介绍了一项旨在确定专家教师和TC的科学教学专业教学观之间的差异的研究。具体而言，该研究在科学教学示例中考察了每个小组要参加的活动（重点）以及他们如何解释所参加的活动（代码）。两组都被要求分析课堂科学教学的录像。 TC和专家教师在科学教学实践的突出显示和编码方面存在差异。差异的四个关键领域得到了详细描述：演员关注点，问题，颗粒大小和成文法。讨论了对理科教师教育的影响，特别是一套工具和教师教育实践，以支持将TC转化为更先进的科学教学专业教学方法。

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