Putting the Pieces Back Together: Challenges Recomposing Elementary Science Teaching

IF 3.4 1区 教育学 Q1 EDUCATION & EDUCATIONAL RESEARCH
Martha M. Canipe
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引用次数: 0

Abstract

Elementary teacher educators endeavor to prepare prospective elementary teachers to teach science in ways which best support student learning. A well-documented challenge in teacher education is the disconnect between theory and practice which many programs have worked to overcome. One framework which has been used in many teacher preparation programs is practice-based teacher education which consists of three-parts: representation, decomposition, and approximations of practice. This framework has been studied in a number of contexts, but the ways in which prospective teachers recompose practice have not been fully explored. In this study, I examined the science teaching of three student teachers enrolled in the same teacher education program to understand how they enacted teaching practices from their teacher education coursework. Findings showed that each student teacher adopted a different, singular practice as their primary guide for teaching science rather than a more integrated and recomposed approach. This suggests that a more explicit focus on recomposition of practice is a necessary part of teacher education.

将碎片重新组合在一起:挑战重组小学科学教学
小学教师教育工作者努力培养未来的小学教师,以最能支持学生学习的方式教授科学。教师教育面临的一个有充分证据的挑战是理论与实践之间的脱节,许多项目已经努力克服了这一点。在许多教师准备计划中使用的一个框架是基于实践的教师教育,它由三个部分组成:实践的表示、分解和近似。这个框架已经在许多情况下进行了研究,但未来教师重组实践的方式尚未得到充分探索。在本研究中,我考察了参加同一教师教育计划的三位学生教师的科学教学,以了解他们如何从教师教育课程中制定教学实践。研究结果表明,每位学生教师采用不同的、单一的实践作为他们教授科学的主要指导,而不是采用更综合和重组的方法。这表明,更明确地关注实践重组是教师教育的必要组成部分。
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来源期刊
Science & Education
Science & Education EDUCATION & EDUCATIONAL RESEARCH-
CiteScore
6.60
自引率
14.00%
发文量
0
期刊介绍: Science Education publishes original articles on the latest issues and trends occurring internationally in science curriculum, instruction, learning, policy and preparation of science teachers with the aim to advance our knowledge of science education theory and practice. In addition to original articles, the journal features the following special sections: -Learning : consisting of theoretical and empirical research studies on learning of science. We invite manuscripts that investigate learning and its change and growth from various lenses, including psychological, social, cognitive, sociohistorical, and affective. Studies examining the relationship of learning to teaching, the science knowledge and practices, the learners themselves, and the contexts (social, political, physical, ideological, institutional, epistemological, and cultural) are similarly welcome. -Issues and Trends : consisting primarily of analytical, interpretive, or persuasive essays on current educational, social, or philosophical issues and trends relevant to the teaching of science. This special section particularly seeks to promote informed dialogues about current issues in science education, and carefully reasoned papers representing disparate viewpoints are welcomed. Manuscripts submitted for this section may be in the form of a position paper, a polemical piece, or a creative commentary. -Science Learning in Everyday Life : consisting of analytical, interpretative, or philosophical papers regarding learning science outside of the formal classroom. Papers should investigate experiences in settings such as community, home, the Internet, after school settings, museums, and other opportunities that develop science interest, knowledge or practices across the life span. Attention to issues and factors relating to equity in science learning are especially encouraged.. -Science Teacher Education [...]
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