科学教师身份研究:现状与未来研究方向

IF 4.7 2区教育学 Q1 EDUCATION & EDUCATIONAL RESEARCH

Studies in Science Education Pub Date : 2014-07-03 DOI:10.1080/03057267.2014.937171

Lucy Avraamidou

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引用次数: 150

摘要

在过去的10年里，越来越多的文章发表在主要的科学教育期刊上，这些文章报道了关于教师认同的研究，并描述了支持教师认同发展的干预措施。我在这篇评论文章中的目的是研究科学教师身份的建构是如何在科学教育中概念化和研究的。在此过程中，我综合了29项关于科学教育领域教师认同的实证研究结果，试图回答以下问题:(a)研究人员以何种方式使用教师认同的结构来检验科学教师的学习和发展?(b)文献中记载了哪些支持科学教师认同发展的方法?接下来，我指出了现有文献中的差距和局限性，并对科学教师认同和认同发展领域的未来研究提出了建议:(a)将教师认同作为一个过程来研究;(b)连接科学教师身份研究与改革建议;(c)进行大规模、纵向和生活史研究;(四)考察学校课堂教师身份的制定。

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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Studying science teacher identity: current insights and future research directions

Over the past 10 years an increasing number of articles have been published in leading science education journals that report on research about teacher identity and describe interventions that support teacher identity development. My purpose in this review paper is to examine how the construct of science teacher identity has been conceptualised and studied in science education. In doing so, I synthesise the findings of 29 empirical studies on teacher identity within the field of science education in an attempt to respond to the following questions: (a) In what ways have researchers used the construct of teacher identity to examine science teacher learning and development? (b) What approaches to supporting science teacher identity development have been documented in the literature? Following that, I identify gaps and limitations in the existing literature and I offer recommendations for future research in the area of science teacher identity and identity development: (a) studying teacher identity as a process; (b) connecting science teacher identity research and reform recommendations; (c) conducting large-scale, longitudinal and life-history studies; and (d) examining teacher identity enactment in school classrooms.

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来源期刊

Studies in Science Education EDUCATION, SCIENTIFIC DISCIPLINES-

CiteScore

15.30

自引率

2.00%

发文量

审稿时长

>12 weeks

期刊介绍： The central aim of Studies in Science Education is to publish review articles of the highest quality which provide analytical syntheses of research into key topics and issues in science education. In addressing this aim, the Editor and Editorial Advisory Board, are guided by a commitment to: maintaining and developing the highest standards of scholarship associated with the journal; publishing articles from as wide a range of authors as possible, in relation both to professional background and country of origin; publishing articles which serve both to consolidate and reflect upon existing fields of study and to promote new areas for research activity. Studies in Science Education will be of interest to all those involved in science education including: science education researchers, doctoral and masters students; science teachers at elementary, high school and university levels; science education policy makers; science education curriculum developers and text book writers. Articles featured in Studies in Science Education have been made available either following invitation from the Editor or through potential contributors offering pieces. Given the substantial nature of the review articles, the Editor is willing to give informal feedback on the suitability of proposals though all contributions, whether invited or not, are subject to full peer review. A limited number of books of special interest and concern to those involved in science education are normally reviewed in each volume.