...
  • 主题
高级搜索  >
历史搜索 清空历史
首页> 外文期刊>Research in science education >A New Role Change Approach in Pre-service Teacher Education for Developing Pedagogical Content Knowledge in the Context of a Student Outreach Lab
【24h】

A New Role Change Approach in Pre-service Teacher Education for Developing Pedagogical Content Knowledge in the Context of a Student Outreach Lab

机译：在学生外展实验室的背景下，在职前教师教育中发展教学内容知识的新角色转变方法

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

How pre-service teachers (PST) develop pedagogical content knowledge (PCK) during science teacher education is an open research question. Our teacher education module, theoretically based on PCK, specifically combines biology PSTs' education with high school students' biology education and includes an innovative role change approach. Altogether, 41 PSTs each participated in three subsequent module days with students (N = 823) from 50 classes. The module's content dealt with the syllabus topic Genetic Fingerprinting. During participation, the PSTs changed their role by assuming a student's role on the first day, a tutor's role on the second day, and a teacher's role on the third day. By quasi-experimentally administering pre- and delayed posttests, we qualitatively monitored, then content-analytically categorized, and finally quantitatively analyzed three specific PCK components. In contrast to a control group (which did not participate in the module), our treatment preferentially changed the PSTs' orientations toward teaching biology to a more student-centered orientation (both intra- and inter-group differences with medium effect sizes). Additionally, the PSTs who participated in the three modules days differed before and after module participation in how they addressed potential student learning difficulties and identified potential instructional strategies for avoiding these difficulties. The changes in these PCK components point to a step-by-step development of the PSTs' PCK. In this process, our participating PSTs assessed the importance of their three roles on the 3 days quite differently; most notably, we found one relationship between the teacher role and the PSTs' student-centeredness. We specifically discuss the potential and importance of our role change approach within science teacher education.
机译：职前教师（PST）如何在理科教师教育期间发展教学内容知识（PCK）是一个悬而未决的研究问题。我们的教师教育模块从理论上基于PCK，将生物学PST的教育与高中生的生物学教育特别结合在一起，并包括创新的角色转换方法。共有41个PST参加了随后的三个模块日，分别来自50个班级的学生（N = 823）。该模块的内容涉及课程表主题“遗传指纹”。在参与过程中，PST通过在第一天扮演学生的角色，在第二天扮演导师的角色以及在第三天扮演老师的角色来改变其角色。通过准实验性地进行预先和延迟的后测，我们进行了定性监测，然后按内容分析进行分类，最后定量分析了三个特定的PCK成分。与对照组（不参加该模块）相反，我们的治疗优先将PST的教学生物学方向改变为以学生为中心的取向（组内和组间差异均中等）。此外，参加这三个模块日的PST在模块参与前后如何解决潜在的学生学习困难和确定避免这些困难的潜在教学策略方面也有所不同。这些PCK组件的变化表明PST的PCK的逐步开发。在此过程中，我们参与的PST在3天中对他们三个角色的重要性进行了完全不同的评估;最值得注意的是，我们发现教师角色与PST的以学生为中心之间存在一种关系。我们专门讨论了在科学教师教育中我们的角色转变方法的潜力和重要性。

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