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Essential Characteristics for a Professional Development Program for Promoting the Implementation of a Multidisciplinary Science Module 总被引:1,自引:0,他引:1
Talitha C. Visser Fer G. M. Coenders Cees Terlouw Jules M. Pieters 《Journal of Science Teacher Education》2010,21(6):623-642
Teachers involved in the implementation of a curriculum innovation can be prepared for this task through a professional development
program. In this paper, we describe essential characteristics (identified empirically and theoretically) for such a professional
development program that promotes the acquisition of competences by these teachers. The innovation deals with the introduction
of modules from a new multidisciplinary subject, in which elements from physics, chemistry, biology, mathematics, and physical
geography are integrated. A 3-step approach was used to identify the essential characteristics: (a) evidence from classroom
practice, (b) characteristics of the new subject, and (c) theoretical and empirical evidence from curriculum implementation
studies. Analysis of the data showed that 5 characteristics need particular attention in a professional development program. 相似文献
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This study investigated the extent to which teacher professional development led to changes in science instruction in K-2
classrooms in rural school districts. The research specifically examined changes in (a) teachers’ content knowledge in science;
(b) teachers’ self-efficacy related to teaching science; (c) classroom instructional time allotted to science; and (d) instructional
strategies used in science. The study also investigated contextual factors contributing to or hindering changes in science
instruction. Data sources included a teacher survey, a self-efficacy assessment, content knowledge tests, interviews, and
classroom observations. After one year in the program, teachers showed increased content knowledge and self-efficacy in teaching
science; they spent more instructional time on science and began using different instructional strategies. Key contextual
factors included curricular demands, resources, administrative support, and support from other teachers. 相似文献
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The purposes of this study were (1) to develop a science and technology (ST) ethics education program for prospective science teachers, (2) to examine the effect of the program on the perceptions of the participants, in terms of their ethics and education concerns, and (3) to evaluate the impact of the program design. The program utilized problem-based learning (PBL) which was performed as an iterative process during two cycles. A total of 23 and 29 prospective teachers in each cycle performed team activities. A PBL-based ST ethics education program for the science classroom setting was effective in enhancing participants’ perceptions of ethics and education in ST. These perceptions motivated prospective science teachers to develop and implement ST ethics education in their future classrooms. The change in the prospective teachers’ perceptions of ethical issues and the need for ethics education was greater when the topic was controversial. 相似文献
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Journal of Science Teacher Education - 相似文献
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Kristen L. Hutchins Patricia J. Friedrichsen 《Journal of Science Teacher Education》2012,23(8):867-887
The purpose of this study was to investigate how science faculty members?? belief systems about inquiry-based teaching changed through their experience in a professional development program. The program was designed to support early career science faculty in learning about inquiry and incorporating an inquiry-based approach to teaching laboratories. Data sources for this qualitative study included three semi-structured interviews, observations during the program and during faculty members?? implementation in their courses, and a researcher??s journal. In the first phase of data analysis, we created profiles for each of the four participants. Next, we developed assertions, and tested for confirming and disconfirming evidence across the profiles. The assertions indicated that, through the professional development program, participants?? knowledge and beliefs about inquiry-based teaching shifted, placing more value on student-directed learning and classroom inquiry. Participants who were internally motivated to participate and held incoming positive attitudes toward the mini-journal inquiry-based approach were more likely to incorporate the approach in their future practice. Students?? responses played a critical role in participants?? belief systems and their decision to continue using the inquiry-based format. The findings from this study have implications for professional development design. 相似文献
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Pamela W. Garner Marsha Carter McLean Badiyyah Waajid Evelyn R. Pittman 《Mentoring & Tutoring: Partnership in Learning》2013,21(4):293-310
The objective of this project was to develop and pilot a small-scale professional development program that incorporated substantial group and one-on-one mentoring aimed at preparing rurally based preschool teacher assistants to earn the Child Development Associate (CDA) credential. Using a framework that emphasized the relational, developmental, and contextual elements of mentoring, this qualitative case study examined both the participants’ and mentors’ perceptions of the program. Results of this study revealed overlapping themes across teacher assistants and their mentors, including readiness for the CDA credentialing process, mentoring support/relationship-building, and mutual respect. 相似文献
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Theresa A. Cullen Valarie L. Akerson Deborah L. Hanson 《Journal of Science Teacher Education》2010,21(8):971-992
Teachers are required to work with data on a daily basis to assess the effectiveness of their teaching strategies, but may
not approach it as research. This paper presents a reflective discussion of how and when a professional development team used
an action research project to help 12 K-6 teachers explore the effectiveness of reform based Nature of Science (NOS) teaching
strategies in their classrooms. The team encouraged community development and provided “just in time” supports to scaffold
the steps of the action research process for teachers. The discussion includes concerns they addressed and issues related
to management and support of the professional development model. Evaluation results are shared to suggest how this approach
can be improved in the future. 相似文献
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Tracy J. Posnanski 《Journal of Science Teacher Education》2010,21(5):589-621
Establishing literacy in science is often linked to building knowledge about the Nature of Science (NOS). This paper describes
and evaluates an inservice program designed to build elementary teachers’ understanding of NOS and an awareness of how NOS
impacts science classroom instruction. Data sources consisted of surveys, action research plan documentation and classroom
observations. Program participants tended to demonstrate some gains in understanding more about NOS and they linked positive
experiences in the program to the explicit and activity-based NOS instruction provided. Yet, participation in the professional
development project might not have been equally beneficial for all teachers. The understanding of NOS may have been restricted
to certain NOS aspects, and the demonstration of the participants’ understanding of NOS may have been short-lived with a somewhat
limited impact on sustainable, long-term NOS-based classroom instruction. Implications for designing NOS related professional
development programs and suggestions for improvements to further develop teacher understanding of NOS are discussed. 相似文献
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Andrea Gay Van Duzor 《Journal of Science Teacher Education》2012,23(5):481-502
In many innovative science content professional development (PD) courses for teachers, science concepts are situated within pedagogical contexts, or in other words, science content is incorporated within contexts relevant to teaching and student learning. Pedagogical contexts are often used because they are believed to be engaging for teachers and to support content transfer to the classroom. However, few studies have investigated how pedagogical contexts serve to impact teacher engagement and science content learning. This qualitative case study examined K-8 in-service teachers?? interactions with pedagogical contexts in a chemistry PD course. Findings indicate that teachers??: (1) contribution of teaching experiences helped create a collegial learning environment, (2) sharing of concerns from classroom teaching directed content discussion and learning objectives, and (3) reflection on teacher and learner roles in the PD classroom led to persistence in chemistry-content learning. Implications for PD instructor use of pedagogical contexts in science content based PD are discussed. 相似文献
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This study describes an elementary science model of professional development through mentoring by university science education
professors working with teachers at a private elementary school in a regional city in Queensland, Australia. A cross-cultural
collaboration involving professors from the United States and Australia resulted in the socially constructed image of the
science education mentor. While there is no generic model for elementary science mentoring, results of data collection reveal
that (a) one-to-one mentoring has short-term implications for implementing constructivist science teaching practices; (b)
successful mentoring models include facilitating the understanding of science content, exploring elementary science pedagogical
content knowledge through modeling, and off-site professional development workshops; and (c) understanding and working from
the predispositions of the teachers is an essential component of effective professional development. 相似文献
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《Journal of educational and psychological consultation》2013,23(3):223-249
In this article, we describe the conceptual framework, development, implementation, and outcomes of an experimental professional preparation program. University students from preparation programs in general education, educational administration, school psychology, and special education formed transdisciplinary cohorts that were placed in school settings to complete a variety of activities designed to foster greater collaboration among disciplines in serving children and youth at risk. We describe what was learned throughout the project as well as its operational structure, outcomes, and future directions for transdisciplinary professional development. 相似文献
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You Hye Sun Chacko Sonia Mary Kapila Vikram 《Journal of Science Education and Technology》2021,30(4):567-581
Journal of Science Education and Technology - This study describes a professional development (PD) program designed to support middle school teachers in effectively integrating robotics in science... 相似文献
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美国科学教师的专业发展已经形成了较为完整的体系。在标准上建立了全国性的政策框架,在内容上强调课程学习与教学改革并重,在路径上形成了非官方组织、大学以及专业发展学校共同参与的多元模式。其经验对我国有一定的启示。 相似文献
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Soonhye Park Soo-Young Lee J. Steve Oliver Bonnie Cramond 《Journal of Science Teacher Education》2006,17(1):37-64
This study investigated changes in Korean science teachers' perceptions of creativity and science teaching after participating in an overseas professional development program. Participants were 35 secondary science teachers. Data were collected from open-ended questionnaires and interviews. Results indicated that participants showed a growing awareness that creativity can be expressed by every student; creativity can be enhanced; science has a much wider range of activities that foster creativity; and creativity-centered science teaching can be implemented in Korea. The major elements of the professional program that promoted these perceptual changes included hands-on creativity activities, observation of creativity-centered classrooms, and discussion with other teachers. Follow-up study revealed that their perceptual changes have been reflected in their teaching practices. 相似文献
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This report presents pilot-test results for a science professional development program featuring online, on-demand materials
developed by the National Science Teachers Association. During the spring 2006 semester, 45 middle school teachers from three
different school districts across the United States participated in a professional development program designed to facilitate
content knowledge and skills in the area of Newtonian force and motion. Participants from one of the school districts experienced
a full-day instructor-led workshop along with two web-based seminars with a content-area expert. This was followed by a 4-week
period of time in which they had access to self-directed, online, on-demand instructional materials that included activities,
information, simulations, examples, and practice with immediate feedback over the targeted outcomes. Participants from the
two other school districts only had access to the online materials with no instructor-led experience. This report documents
positive gains in achievement as well as levels of confidence in teaching the material within all of the professional development
groups. Data about the use of specific features within the online material are included, as well as completion rates and attitude
survey results. Recommendations for future study are also included. 相似文献