规划差异化教学:赋予STEM教育中的教师候选人权力
Mohammed Estaiteyeh1, Isha DeCoito2
1Faculty of Education, Brock University, 1812 Sir Isaac Brock Way, St., L2S 3A1 Catharines, ON Canada.
概括
这项研究表明,专业课程有效地为STEM教师候选人准备使用差异化教学 (DI). 培训提高了他们创建包容性课程的能力,强调了在教师培训中需要类似计划的需要.
科学领域:
- 在STEM教育方面.
- 教师专业发展教师专业发展
- 包容性的教学方法
背景情况:
- 加拿大的教室表现出显著的学生多样性.
- 差异化教学 (DI) 是一种包容性的教学方法,适应学生的准备,兴趣和背景.
- 教师培训计划需要为候选人提供各种学习者的技能.
研究的目的:
- 探索STEM教师候选人 (TCs) 为实施DI的准备工作.
- 评估一个用DI和EDI资源丰富的STEM课程和教学课程的有效性.
- 调查TC如何制定包容性课程以及他们面临的挑战.
主要方法:
- 采用了一种混合方法的方法.
- 通过前后问卷和半结构面试收集的数据.
- 来自加拿大一所大学的19名第二年TC参加了比赛.
主要成果:
- 该课程成功地使TC能够将DI原则和策略集成到他们的课程中.
- 技术中心在制定以DI为重点的课程方面表现出更高的信心和能力.
- 该研究确定了DI课程开发中的具体成功和挑战.
结论:
- 用DI和EDI丰富的教师培训课程对于准备有效教师至关重要.
- 对服务前和服务中的教师实施类似的培训可以促进DI的更深层次的整合.
- 教师教育者应优先考虑将EDI整合到课程和计划规划中.
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