Drawing Nature of Science in Pre-service Science Teacher Education: Epistemic Insight Through Visual Representations

Developing pre-service science teachers’ epistemic insight remains a challenge, despite decades of research in related bodies of work such as the nature of science (NOS) in science education. While there may be numerous aspects to this problem, one critical element is that the NOS is a meta-concept that demands higher-order cognitive skills. One possible strategy to facilitate pre-service teachers’ understanding of epistemic aspects of science is visualisation. Visual representations of objects and processes can be tools for developing and monitoring understanding. Although the NOS and visualisation literatures have been studied extensively, the intersection of these bodies of literatures has been minimal. Incorporating visual tools on the NOS in teacher education is likely to facilitate teachers’ learning, eventually impacting their students’ learning of the NOS. The objective of this paper is to illustrate how the visual tools of scientific knowledge and practices aspects of the NOS can be integrated in science teacher education in order to develop pre-service teachers’ epistemic insight. The paper presents an empirical study that incorporated visual tools about the NOS in primary science teacher education. Data on 14 pre-service teachers’ are presented along with in-depth case studies of 3 pre-service teachers illustrating the influence of the teacher education intervention. The qualitative analysis of visual representations before and after the intervention as well as verbal data suggests that there was improvement in pre-service teachers’ perceptions of the NOS. Implications for future research on visualisation of the NOS are discussed.     

Investigating Preservice STEM Teacher Conceptions of STEM Education

Surrounding the national emphasis on improving STEM education, effective STEM educators are required. Connected, yet often overlooked, is the need for effective preservice STEM teaching instruction for incoming educators. At a basic level, preservice STEM teacher education should include STEM content, pedagogy, and conceptualization. However, the literature suggests no leading conception of STEM education, and little is known about how preservice STEM teachers are conceptualizing STEM education. In order to explore preservice STEM teacher conceptions of STEM education, preservice teachers at a large, Midwestern research university were given an open-ended survey eliciting both textual and visual responses. Here, we report and discuss the results of employing this instrument in relation with the current STEM conceptualization literature.     

重构外语教师教育基本概念

课程研究范式的转变使得研究视角从课程研究转向教师研究。外语教师的几个主要概念在后现代教育思潮的影响下不断被重构,对这些概念的再认识有助于广大外语教师更好地认识自己专业的本真,推动教师的专业发展。     

批判理论视角下的语言教师教育研究

批判性教师教育强调提升教师学习者的批判意识、进行批判性地自我反思和形成与批判性教学法相联系的能力.在语言教学中,充分认识到不同族群在教育机构和社会交往中的权力关系以及它们对学习者自我认知方式的影响.通过教育培养少数族裔学生的批判意识和反抗现存社会中不公平的能力.     

Transformative Learning Through an Online Global Class Project in Teacher Education

This exploratory research study aimed to understand teacher candidates' experiences and perspectives in a global class project and to explore a way to develop global understanding in a teacher education program, by means of technology rather than study abroad. Using a qualitative approach, seven U.S. education majors were given opportunities to communicate online with teacher candidates in South Korea, while creating and discussing a concept map and movie presentation about “good teaching” on the Learning Management System. Results showed how the preservice teachers' global perspectives of education were developed through the project, and confirmed the significance of instrumental and communicative learning in transformative learning as well as direct communication and comparison with people from a different context using a carefully designed task-based course and immersive learning environment.     

Addressing Physical Education Teacher Socialization Through Standards-based Reform of Physical Education Teacher Education

Research suggests that progress in the physical education profession is slowed by a cycle of nonteaching and dominance of traditional methodologies. Socialization factors operate to preserve and perpetuate the status quo of the profession, which is rooted primarily in team sport content. Teacher education programs are challenged to persuade pre-service teachers to question their initial belief structures while also preparing them for the sociopolitical realities of schools. There is not, however, a formal mechanism through which to accomplish these goals, because current accreditation standards do not include an emphasis on socialization. As a result, the purpose of this article is to stimulate further discussion by reviewing relevant research related to socialization, describe evidence-based practices for overcoming these challenges, and propose an addition to the Society of Health and Physical Educators America (2017) standards for initial physical education teacher education to specifically focus attention on socialization issues.     

Learning Through Reflection in Mathematics Teacher Education

This article is written from our perspective as both researchers and mathematics teacher educators, and describes how our knowledge has grown as we engage concurrently in both teaching and research. Reflection-on-action is a means for us of approaching the relationship between theory and practice that comes out of the development of our work as researchers and mathematics teacher educators. The article presents the different steps we have identified in the relationship between theory and practice during our professional development. In the discussion, we examine the whole sequence of steps showing what we have learnt. Afterwards, we use the sequence of activity of the reflective process as a framework in which we can operate and reflect about our own development.     

美国外语教师教育课程研究及其启示——以西班牙语教师专业为例

美国外语教师教育专业拥有较成熟和完善的课程体系,相关经验可资借鉴。本文以美国西班牙语教师专业的教师教育课程为例,着重研究其专业性、系统性、针对性和综合性等特征,并探讨其对我国相关课程建设、改革和发展的启示:突出专业特色、贯彻顶层设计理念、增强针对性等。     

用语言艺术塑造良好师德形象

教师的师德形象内容很多，本文着重从课堂教学的语言艺术方面探讨了如何塑造出教师自身的良好形象，即用简洁准确、非重复的语句抓住文章的实质，通过设置恰当的问题，引发学生转发，使学生自己总结出文章的主旨，实现课堂教学中的启发式教学，体现出教师良好的敬业精神。     

Challenges in STEM Teaching: Implication for Preservice and Inservice Teacher Education Program

As former and current STEM (science, technology, engineering, and mathematics) school teachers in Singapore, we explore the challenges we both experienced while teaching at different STEM schools. Through this article, we make a case for the teacher preparation programs locally and around the world to give more attention to a changing education landscape with emerging specialized STEM schools. Nonetheless, even though specialized STEM teacher preparation is needed, we also caution that having such a specialized program may limit teachers' horizontal transition to mainstream schools and awareness of the contextualized needs of more diverse learners.     

浅析少数民族地区小学教师的素质教育

全面推进素质教育,培养适应21世纪现代化建设需要的社会主义新人,这是对我国教育最为迫切的要求,振兴教育的希望在教师。加强素质教育,既是对学生的要求,也是对教师自身的要求。教师不仅是知识的传授者,也是素质教育的推进者。一个学校的办学水平与教师的素质高低直接相关,教师的志趣爱好、言行举止是最生动的教育手段,将对学生产生深远的影响。因此,加强教师的素质教育,特别是少数民族地区小学教师的素质教育,对于推进全民素质教育至关重要。     

浅析少数民族地区小学教师的素质教育

全面推进素质教育,培养适应21世纪现代化建设需要的社会主义新人,这是对我国教育最为迫切的要求,振兴教育的希望在教师.加强素质教育,既是对学生的要求,也是对教师自身的要求.教师不仅是知识的传授者,也是素质教育的推进者.     

美国STEM教育改革的走向——基于《STEM2026:STEM教育创新愿景》的分析

为了更好促进美国STEM教育改革,美国出台了《STEM2026:STEM教育创新愿景》。该报告提出:STEM教育要从娃娃抓起;STEM教育要丰富生源,让更多弱势群体接受优质STEM教育;STEM教育要从校内走向校外,构建校内外一体化的STEM教育环境;STEM课程要注重学科的交叉整合,不仅要实现科学、技术、工程和数学之间的融合,还要重视STEM与其他学科的融合;STEM教学要融入游戏且具有风险性,让学生在探究中感知STEM教育的魅力,且养成不畏险阻的科学精神;STEM考评方式要多样且能促进学生更好地学习,为此考评方式要创新且具操作性。     

教师教育发展与高师外语教师教育课程改革探究

在教师教育发展中,"知识"的地位特别重要,教师专业技能、专业知识、专业情意等问题都是关键的专业性问题。现阶段,教师专业化逐步从以技术熟练为核心向以实践为核心的范式发展,从掌握公共教育知识逐步转移为掌握个体实践知识。培养教师专业知识离不开课程体系,教师教育改革也要以课程改革为着眼点。高师院校外语教师教育课程还存在一些问题,应该基于问题探索针对性、操作性较强的解决策略,以有效增强课程体系的专业发展,提高实践体验,达到融通整合的最终目的。     

农村远程教师教育的前景探析

农村远程教师教育是远程教育在农村教师教育中的应用．对于提高农村教师素质有着至关重要的作用。为了更好地使其发挥作用，需要分析农村教师教育体系中存在的问题和农村远程教师教育的优势，探究影响农村远程教师教育未来发展的因素和农村远程教师教育未来发展需要关注的问题。     

Fostering Data Literacy Through Preservice Teacher Inquiry in English Language Arts

Data literate educators can generate questions about learning in their classes; collect and analyze classroom data to answer them; and develop inferences and explanations. Two elements may promote data literacy: (a) breadth of classroom-based data collection and (b) depth of analysis. We examined these in inquiries conducted by 80 preservice teachers of secondary English in diverse classrooms over a 6-year period. Analyzing products, processes, and self-reports, we found inquiries evidenced a range in breadth of data collection and depth of analysis. Qualitative themes and two cases illustrate data analysis processes and challenges of pattern finding, initially crude analyses in striving for depth, and the need for data literacy mentoring.