在COVID-19期间的教学:职业生涯早期的科学教师的反思
Jeanna R Wieselmann1, Elizabeth A Crotty2
1Southern Methodist University, Dallas, TX 750455 USA.
Disciplinary and interdisciplinary science education research
|July 31, 2023
概括
随着COVID-19大流行,K-12科学教学在线推进,促使早期职业教师进行创新. 这项研究揭示了这些教师如何在第一年接受基于技术的领导机会,促进课堂创新.
科学领域:
- 科学教育科学教育教育.
- 教育技术的教育技术
- 教师专业发展教师专业发展
背景情况:
- 随着COVID-19的流行,K-12教育需要快速转向在线学习模式 (异步,同步,混合) .
- 这种转变要求教育工作者,特别是新手教师,从根本上调整他们的教学方法.
- 职业生涯早期的科学教师在这个前所未有的时期面临着独特的挑战和机会.
研究的目的:
- 调查在COVID-19流行病的最初一年期间,职业生涯早期的科学教师的经验.
- 探索这些教师在在线和混合学习环境中出现的与技术相关的领导实践.
- 确定疫情引起的变化如何为科学教学创新创造机会.
主要方法:
- 采用了比较案例研究方法.
- 一个专注于技术相关领导者实践的分析框架指导了调查.
- 这项研究重点关注教师在疫情期间的第一年.
主要成果:
- 职业生涯早期的科学教师遇到了新的情况,培养了基于技术的领导力.
- 转向在线教学为这些教师提供了独特的途径,可以在教室内发挥领导作用.
- 这些经验导致了教学和学习实践的重大创新.
结论:
- 随着COVID-19的流行,科学教师的早期职业生涯创造了意想不到的领导机会.
- 在疫情期间,技术整合使新手教师能够创新他们的教学方法.
- 这些发现突出了专业发展和支持系统的潜力,以利用危机驱动的变化来促进教师领导力增长.
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