成为探究者:职前素养教师培养中的探究方法研究综述

IF 1.1 Q3 EDUCATION & EDUCATIONAL RESEARCH

Literacy Research and Instruction Pub Date : 2020-02-21 DOI:10.1080/19388071.2020.1730529

Catherine Lammert

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引用次数: 10

摘要

探究式教学模式在教育领域有着悠久的历史。这篇文献的系统综述以当代（2000-2018）实证研究为重点，重点关注以下问题：在扫盲职前教师准备中，探究是如何使用和构建的？研究结果表明，探究是职前教师学习的有效工具，尽管存在挑战（即时间、资源、职前教师对课程的先入为主的想法和课程限制），但职前教师可以学习制定具有变革可能性的探究式教学方法。

本文章由计算机程序翻译，如有差异，请以英文原文为准。

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Becoming Inquirers: A Review of Research on Inquiry Methods in Literacy Preservice Teacher Preparation

ABSTRACT Inquiry models of teaching and learning have a long history in education. With a focus on contemporary (2000–2018) empirical research, this systematic review of literature focuses on the question: What is known about how inquiry is used and framed in literacy preservice teacher preparation? Findings suggest that inquiry is an effective tool for preservice teacher learning, and although there are challenges (i.e. time, resources, preservice teachers’ preconceived ideas about curriculum, and curricular constraints), preservice teachers can learn to enact inquiry-based teaching methods with transformative possibilities.

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来源期刊

Literacy Research and Instruction EDUCATION & EDUCATIONAL RESEARCH-

CiteScore

2.70

自引率

8.30%

发文量

期刊介绍： Literacy Research and Instruction (formerly Reading Research and Instruction), the official journal of the College Reading Association, is an international refereed professional journal that publishes articles dealing with research and instruction in reading education and allied literacy fields. The journal is especially focused on instructional practices and applied or basic research of special interest to reading and literacy educators. Peer Review Policy: All articles in this journal have undergone rigorous peer review, based on initial editor screening and anonymous refereeing by reviewers.