Improving physics teaching through action research: the impact of a nationwide professional development programme
Improving physics teaching through action research: the impact of a nationwide professional development programme
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通过行动研究改善物理教学：全国专业发展计划的影响
DOI：
10.1080/13664530.2015.1073612
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发表时间：
2015
影响因子：
1.2
通讯作者：
J. Griffiths
中科院分区：
文献类型：
--
作者：
M. Grace;Willeke Rietdijk;Caro Garrett;J. Griffiths
本文提出了一个独立的评估物理行动研究（阿普）计划，一个全国性的专业发展计划，培训教师使用行动研究，以提高学生对物理的兴趣，并鼓励他们采取义务教育后的物理。从教师参与者、方案导师和批准参加专业发展培训课程的教师高级管理人员的角度探讨了方案的影响。尽管教师和高级管理人员认为阿普在改善课堂实践方面取得了巨大的成功，但评估对物理教学和物理教师的专业发展提出了其他一些重要的影响。具有行动研究经验的教师相对较少，需要在这方面进行进一步培训。这项研究还强调了高级管理人员在为物理教师提供适当的专业发展和在课堂上开展适当活动的机会方面的关键作用。
This article presents an independent evaluation of the Action Research for Physics (ARP) programme, a nationwide professional development programme which trains teachers to use action research to increase student interest in physics and encourage them to take post-compulsory physics. The impact of the programme was explored from the perspective of the teacher participants, the programme tutors and the teachers’ senior managers who authorise attendance on professional development training courses. Although teachers and senior managers viewed ARP as an unmitigated success in improving classroom practice, the evaluation raises some other important implications for teaching physics and the professional development of physics teachers. Relatively few teachers have experience of action research, and there is a need for further training in this area. The study also highlights the key role of senior managers in giving physics teachers access to appropriate professional development and opportunities to carry out suitable activities in the classroom.