"这一切都在当下":一项混合方法研究,研究小学科学教师在专业发展后对知识生成方法的适应性
Catherine Lammert1, Brian Hand2, Jee Kyung Suh3
1Department of Teacher Education, Texas Tech University, 3002 18th St, #351, Lubbock, TX 79409 USA.
概括
教师的适应性对于在科学教育中实施知识生成方法至关重要. 随着COVID-19的爆发,人们越来越需要适应性教学方法,以符合下一代科学标准.
科学领域:
- 科学教育科学教育教育.
- 教师专业发展教师专业发展
背景情况:
- 由于COVID-19的流行,教学方法需要快速适应.
- 教师的适应性成为维持有效的科学教学的关键因素.
研究的目的:
- 检查教师适应能力在采用知识生成方法中的作用.
- 分析大流行对科学教学实践和教师准备能力的影响.
主要方法:
- 一个专注于知识生成的为期三年的专业发展计划被概述.
- 对2019-2021年教师视频 (n=474) 和教室观察 (n=58) 进行了解释性的混合方法分析.
- 一个案例研究探讨了在转向虚拟教学期间的适应性.
主要成果:
- 在教师适应能力和利用知识生成方法之间发现了显著的关系.
- 适应性促进了向虚拟科学教学环境的过渡.
- 专业发展计划可以提高教师产生知识的能力.
结论:
- 教师的适应性对于有效的科学教学至关重要,特别是在采用创新的教学方法时.
- 这些发现对设计小学科学教师的专业发展有影响.
- 需要进一步研究科学教育中教师适应性的细微差别.
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