教师在教授学生社会科学推理方面的专业成长

IF 4 1区教育学 Q1 EDUCATION & EDUCATIONAL RESEARCH

Teaching and Teacher Education Pub Date : 2024-09-12 DOI:10.1016/j.tate.2024.104783

Thomas Klijnstra , Gerhard L. Stoel , Geerte M. Savenije , Carla A.M. van Boxtel

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引用次数: 0

摘要

这项探索性研究调查了在专业发展项目中使用特定学科教育课程材料如何促进荷兰社会科学教师在社会科学推理教学方面的专业成长。通过前后访谈和问卷调查，对教师（10 人）的专业成长进行了考察。分析的重点是教师在知识、信念和教学实践方面的变化。结果表明，教师对社会科学推理的复杂性、难度和特定学科性质有了更深入的理解。针对具体学科的教育性课程材料成为教师在社会科学推理教学方面专业成长的催化剂。

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Teachers' professional growth in teaching students’ social scientific reasoning

This exploratory study investigates how the use of subject-specific educative curriculum materials in a professional development program contributes to the professional growth of Dutch social science teachers in teaching social scientific reasoning. Teachers' professional growth (N = 10) was examined using pre- and post-interviews and questionnaires. The analysis focused on changes in teachers' knowledge, beliefs, and instructional practice. The results indicate that teachers developed a deeper understanding of the complexity, difficulty, and subject-specific nature of social scientific reasoning. The subject-specific educative curriculum materials served as a catalyst for teachers’ professional growth in teaching social scientific reasoning.

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来源期刊

Teaching and Teacher Education EDUCATION & EDUCATIONAL RESEARCH-

CiteScore

6.50

自引率

12.80%

发文量

294

审稿时长

86 days

期刊介绍： Teaching and Teacher Education is an international journal concerned primarily with teachers, teaching, and/or teacher education situated in an international perspective and context. The journal focuses on early childhood through high school (secondary education), teacher preparation, along with higher education concerning teacher professional development and/or teacher education. Teaching and Teacher Education is a multidisciplinary journal committed to no single approach, discipline, methodology, or paradigm. The journal welcomes varied approaches (qualitative, quantitative, and mixed methods) to empirical research; also publishing high quality systematic reviews and meta-analyses. Manuscripts should enhance, build upon, and/or extend the boundaries of theory, research, and/or practice in teaching and teacher education. Teaching and Teacher Education does not publish unsolicited Book Reviews.