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Elementary Teachers: Concerns About Implementing a Science Program

机译：初级教师：对实施科学计划的担忧

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The purpose of this study was to examine elementary teachers' science teaching concerns after participating in a two-year extensive and sustained science professional development intervention. The intervention consisted of two types of teacher professional development across two years including: (a) summer institutes (60 hours across two years) which provided training on curriculum units, inquiry-based instructional strategies, problem-based learning, classroom management, and technology use in the classroom; and (b) coaching (60 hours across two years) which provided teachers support in establishing an investigative classroom and assistance in the implementation of inquiry/problem-based science units. Teacher data were collected across four different time points: prior to the intervention, after one year of intervention, after two years of intervention, and one year after completion of the intervention. Results from quantitative data supported with qualitative interviews indicated concerns among teachers changed but they were not eliminated. The findings of this study provide evidence that teachers' concerns may not be eliminated, but with extensive support-concerns become less focused on self and more focused on students.
机译：这项研究的目的是在参加为期两年的广泛而持续的科学专业发展干预后，检验基础教师的科学教学问题。干预包括两年内两种类型的教师专业发展，包括：（a）暑期学院（两年内60小时），提供课程单元，基于探究的教学策略，基于问题的学习，课堂管理和技术方面的培训在教室中使用； （b）辅导（两年内60个小时），为教师建立调查教室提供支持，并协助实施基于探究/问题的科学部门。在四个不同的时间点收集教师数据：干预之前，干预一年之后，干预两年之后以及干预完成一年之后。定性访谈支持的定量数据结果表明，教师的担忧有所改变，但并没有消除。这项研究的结果提供了证据，虽然不能消除教师的忧虑，但是有了广泛的支持，忧虑就不再集中在自我上，而更多地集中在学生身上。

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