初等小学教师信念与历史课堂探究实践之纵向研究

IF 0.8 Q3 EDUCATION & EDUCATIONAL RESEARCH

Teacher Development Pub Date : 2022-09-28 DOI:10.1080/13664530.2022.2126883

Christopher C. Martell

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引用次数: 1

摘要

摘要本文报告了一项为期六年的纵向解释性案例研究的结果，该研究针对五名小学教师与历史探究相关的信念和实践的发展。以活动理论为视角，研究人员发现：（1）随着时间的推移，教师的概念工具保持相对一致，他们认为探究是最符合他们信念的教学方法；（2）尽管教师偶尔会使用历史探究，但它并没有成为他们实践的常规部分；和（3）教师描述他们的学校环境和缺乏实用工具是实施基于探究的教学的主要障碍。这项研究强调，在小学阶段，基于探究的历史教学需要更多的支持和时间。

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A longitudinal study of beginning elementary teachers’ beliefs and inquiry-based practices in the history classroom

ABSTRACT This article reports the results of a six-year longitudinal interpretative case study on the development of five elementary teachers’ beliefs and practices related to historical inquiry. Using activity theory as the lens, the researcher found: (1) the teachers’ conceptual tools remained relatively consistent over time, and they believed inquiry was the instructional method best aligned with their beliefs; (2) although the teachers occasionally used historical inquiry, it did not become a regular part of their practice; and (3) the teachers described their school contexts and a lack of practical tools as major barriers to implementing inquiry-based instruction. This study highlights the need for more support and time for inquiry-based history instruction at the elementary level.

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来源期刊

Teacher Development EDUCATION & EDUCATIONAL RESEARCH-

CiteScore

2.10

自引率

8.30%

发文量

期刊介绍： Teacher Development is a fully refereed international journal publishing articles on all aspects of teachers" professional development. It acts as a forum for critical and reflective attention to practice in teacher development and aims thereby to contribute to the quality of professional development. The journal takes a "whole-career" view of teacher development, and work from both international and inter-professional perspectives is welcome. Articles may deal with teacher development in varying political and professional contexts, and may be in a variety of styles, in keeping with the diversity of activity in professional development.