Content and Pedagogical Content Knowledge for Elementary Science Teacher Educators: Knowing our Students

Journal of Science Teacher Education -     

美国《科学教师培养标准》述评

教师专业发展标准的制定是教师专业地位确立的主要标志,是教师专业化进入正规的起点,同时也是教师专业队伍素质整体提升的保证。本文从教师专业发展与专业标准之间的关系入手,客观分析美国《科学教师培养标准》对美国科学教师专业发展的促进作用,同时为我国科学教师,乃至整个教师队伍专业地位的提升和社会认可以及教师包括科学教师专业标准的制定提供建设性意见。     

Dancing with Maggots and Saints: Visions for Subject Matter Knowledge,Pedagogical Knowledge,and Pedagogical Content Knowledge in Science Teacher Education Reform

Journal of Science Teacher Education -     

Professional Knowledge Standards for Science Teacher Educators

Journal of Science Teacher Education -     

美国教师教育认证标准及其对我国教师教育的启示

为保障和提升教师培养质量,美国专门成立了一个新的教师教育认证机构——教师培养认证委员会。本文主要介绍该组织成立的背景、组成成员、实现目标等,重点探讨其教师教育认证标准的建构过程、认证标准内容及其认证机制等,这些做法对我国教师教育具有一定的启示和借鉴作用。     

Documenting Science Teachers' Pedagogical Content Knowledge Through PaP-eRs

This paper examines science teachers' pedagogical content knowledge and ways in which that knowledge might be captured, articulated and portrayed to others. The research from which this paper is drawn has involved interviews with experienced science teachers in an attempt to make the tacit nature of their practice explicit. Initially, case methodology was envisaged as being a way of documenting these teachers' pedagogical content knowledge. However, over time, the form of knowledge and information that we were gathering and attempting to portray extended beyond that which could reasonably be described as being case-based. Hence we have developed an approach to articulation and portrayal based on what we call the CoRe (Content Representation) – which represents the particular content/topic of the science teaching – and PaP-eRs (Pedagogical and Professional experience Repertoire) – which help to illuminate specific aspects of the CoRe and therefore offer insights into pedagogical content knowledge itself. The results of this study offer new ways of conceptualising what pedagogical content knowledge is and how it might be captured, documented and disseminated.     

Developing Science Pedagogical Content Knowledge Through Mentoring Elementary Teachers

Elementary teachers are typically hesitant to teach science. While a limited knowledge of science content is a reason for this, limited science pedagogical content knowledge (PCK) has emerged as another reason in recent research. This study constitutes two case studies of a professional development program for elementary teachers involving mentoring by a university professor. The mentor took the role of a critical friend in joint planning and teaching of science. The study examines the nature of the mentoring relationship and reports the type of teacher learning that occurred, with a particular focus on the teachers’ development of science PCK.

美国NSTA科学教师培养标准变革及启示

培养高质量科学教师是推动科学教育整体发展的关键。2020年版美国《科学教师培养标准》在学科知识、工程实践、基于文化因素的教学法等方面的最新变革,可从以下四个方面为我国科学教师培养提供借鉴:整合科学课程标准,坚持素养导向;推进跨学科综合化,强化工程实践;突出以学生为中心,促进教育公平;健全专业认证标准,坚实质量保障。     

幼儿教师科学教育知识的类型及其特征

教师科学教育知识是当前科学教育与教师教育研究的重要问题。对幼儿教师科学教育知识类型的探讨为近年来国内外研究者所关注。本研究通过对20所不同等级幼儿园321名教师所进行的问卷调查、观察、访谈与聚类分析,较深入地揭示了幼儿教师科学教育知识的四种类型：开放系统型、探究零散型、保守贫乏型、传统丰富型,及其各自所具有的特征,并指出需从动态发展的角度促进教师科学教育知识类型的优化。     

数学教师专业发展的新视角——数学教学内容知识(MPCK)

数学教学内容知识(MPCK)是关于某一特定的数学内容该如何进行表述、呈现和解释,以使学生更容易接受和理解的知识.它作为数学教师知识结构的核心,是区别数学教师与数学家、数学教师与其它学科教师的重要特征,是数学教师专业成长的重要体现.依据我国数学教师的特点,通过数学知识向数学教学内容知识的转化不失为一条发展教师MPCK的直接而有效的途径.     

学科教学知识：一个教师专业发展的新视角

学科教学知识概念的提出,对教师教育的理论与实践产生了重大影响。文章在探讨了学科教学知识的内涵、特征、建构等问题,并分析了学科教学知识对教师专业发展的意义的基础上,进而提出以学科教学知识概念指导我国教师教育改革的若干对策。     

学科教学知识(PCK)的核心因素及其对教师教育的启示

本文从多种同类研究中汲取学术资源,聚焦于探索学科教学知识(PCK)内涵中的核心因素,并将其确定为从学生立场出发实现知识转化.受此启发,我们主张:(1)重视并拓展知识的育人价值,而不局限于认知维度的知识学习;(2)关注并提升教师教育的学术品质,而不局限于将其仅看作技能训练的传统认识.     

Pedagogical Content Knowledge Development and Pre-Service Physics Teacher Education: A Case Study

This paper addresses the question of how to develop prospective teachers' pedagogical content knowledge (PCK) in science teacher education. The main focus is on the knowledge transformation process and on the cognitive strategies used to shift prospective teachers' explanations within the domain of modelling thermal physical phenomena. This study investigates the development of PCK within a group of 28 pre-service physics teachers during the first semester of their two-year post-graduate teacher education program. It focuses on the central issue of the relationships between observable phenomena, like macroscopic thermal properties of matter and their interpretation and/or explanation in terms of corpuscular characteristics and/or thermodynamics theory. The strategy is based on the consideration that knowledge transformation is not a one-way process from subject matter knowledge to pedagogical content knowledge, as literature suggests, but a bidirectional process involving deepening of subject matter knowledge and increasing awareness of pedagogical issues.     

教师学科教学知识国内研究现状、反思与展望

2000年以来,国内学者在教师学科教学知识理论的引进、理论探讨和理论运用等方面取得了不少成果,但是,在研究的内容、对象方面,不少研究缺乏与具体学科的结合;研究方法上量化研究、发展性研究也应得到进一步加强。     

技术-教学法-内容知识:对教师的新要求

基于对教育技术、一般教学法和学科内容交互作用的分析,研究者提出当前教师应具有技术一教学法一内容知识,善于利用教育技术有效表征和呈现学科内容以利于教学和学生理解。可通过基于问题解决的训练模式帮助教师获得技术一教学法一内容知识。该理论是对教师知识研究的拓展,对教师的职业素质提出了新要求,也对当前我国教师教育的研究和实践具有重要启发意义。     

初中数学教师学科教学知识形成的个案研究简

通过对初中数学青年骨干教师L老师的叙事研究．研究者认为初中数学学科教学知识对学科内容知识量的要求是有限的,但对教师理解内容知识的深刻性有较高要求;实践与反思是形成学科教学知识的关键。L老师学科教学知识的生成途径有其独特的地方,值得其他教师借鉴和学习,可以概括为“二研五专”,即：研究教材、研题磨题、专业阅读、专题研究、专业现场、专题写作、专家引领。