{"title":"将碎片重新组合在一起:挑战重组小学科学教学","authors":"Martha M. Canipe","doi":"10.1002/sce.21955","DOIUrl":null,"url":null,"abstract":"<div>\n \n <p>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.</p>\n </div>","PeriodicalId":771,"journal":{"name":"Science & Education","volume":"109 5","pages":"1195-1212"},"PeriodicalIF":3.4000,"publicationDate":"2025-02-09","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":"0","resultStr":"{\"title\":\"Putting the Pieces Back Together: Challenges Recomposing Elementary Science Teaching\",\"authors\":\"Martha M. Canipe\",\"doi\":\"10.1002/sce.21955\",\"DOIUrl\":null,\"url\":null,\"abstract\":\"<div>\\n \\n <p>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.</p>\\n </div>\",\"PeriodicalId\":771,\"journal\":{\"name\":\"Science & Education\",\"volume\":\"109 5\",\"pages\":\"1195-1212\"},\"PeriodicalIF\":3.4000,\"publicationDate\":\"2025-02-09\",\"publicationTypes\":\"Journal Article\",\"fieldsOfStudy\":null,\"isOpenAccess\":false,\"openAccessPdf\":\"\",\"citationCount\":\"0\",\"resultStr\":null,\"platform\":\"Semanticscholar\",\"paperid\":null,\"PeriodicalName\":\"Science & Education\",\"FirstCategoryId\":\"95\",\"ListUrlMain\":\"https://onlinelibrary.wiley.com/doi/10.1002/sce.21955\",\"RegionNum\":1,\"RegionCategory\":\"教育学\",\"ArticlePicture\":[],\"TitleCN\":null,\"AbstractTextCN\":null,\"PMCID\":null,\"EPubDate\":\"\",\"PubModel\":\"\",\"JCR\":\"Q1\",\"JCRName\":\"EDUCATION & EDUCATIONAL RESEARCH\",\"Score\":null,\"Total\":0}","platform":"Semanticscholar","paperid":null,"PeriodicalName":"Science & Education","FirstCategoryId":"95","ListUrlMain":"https://onlinelibrary.wiley.com/doi/10.1002/sce.21955","RegionNum":1,"RegionCategory":"教育学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":null,"EPubDate":"","PubModel":"","JCR":"Q1","JCRName":"EDUCATION & EDUCATIONAL RESEARCH","Score":null,"Total":0}
Putting the Pieces Back Together: Challenges Recomposing Elementary Science Teaching
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.
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 [...]