PRESERVICE FORMATIVE ASSESSMENT INTERVIEWS: THE DEVELOPMENT OF COMPETENT QUESTIONING
PRESERVICE FORMATIVE ASSESSMENT INTERVIEWS: THE DEVELOPMENT OF COMPETENT QUESTIONING
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保留形成性评估访谈：有能力提问的发展
DOI：
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发表时间：
2014
期刊：
影响因子：
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通讯作者：
Julie M. Amador
中科院分区：
文献类型：
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作者：
Ingrid S. Weiland;R. Hudson;Julie M. Amador
最近数学和科学教育的研究和改革文件强调了职前教师教育的重要性，重点是理解学生的推理并相应地修改教学。本研究以核心实践和专业注意的结构为视角，对1对职前教师进行每周形成性评估访谈，在1个学期的时间里，对教师提问实践的发展进行个案研究。本研究受到以下研究问题的驱动：(1)职前教师如何发展他们的提问实践和注意学生对数学和科学概念的思考的能力？(2)如何进一步发展这些提问实践？结果表明，通过每周的练习和反思，职前教师可以在与学生面对面互动的背景下发展他们的提问实践，当有机会与他们互动和分析他们的思维时，他们提问的方式可以改变。通过让参与者注意到他们在专业上注意到的学生思维，我们认为他们学会了调整自己的提问技巧，向学生提出更有能力的问题。参与者还展示了两个成熟的提问练习领域--提出引导性问题和错失探索学生思维的机会。虽然为职前教师提供临床实践经验并不新鲜，但我们认为前景化练习的重要性，这些练习通过设定和反思的迭代过程来启发学生的数学和科学思维，以发展提问练习和注意能力。
Recent research and reform documents in mathematics and science education have highlighted the importance of preservice teacher education that focuses on understanding students’ reasoning and modifying instruction accordingly. Utilizing the constructs of core practices and the professional noticing as lenses with which to examine the development of preservice teachers’ questioning practice, we conducted a case study of 1 pair of preservice teachers as they performed weekly formative assessment interviews to elicit student thinking during 1 semester. Our study was driven by the following research questions: (1) How do preservice teachers develop their questioning practice and ability to notice students’ thinking about mathematical and science concepts? (2) How can these questioning practices be further developed? Results suggest that with weekly practice and reflection, preservice teachers can develop their questioning practice within the context of face-to-face interaction with students and that the ways they question students can change when given opportunities to interact with them and analyze their thinking. By having participants attend to what they were professionally noticing about students’ thinking, we contend that they learned to adapt their questioning techniques to ask students more competent questions. Participants also exhibited 2 areas of questioning practice ripe for improvement—asking leading questions and missed opportunities to probe students’ thinking. While providing clinical field experiences to preservice teachers is not novel, we suggest the importance of foregrounding practices that elicit student mathematical and scientific thinking through an iterative process of enactment and reflection to develop questioning practice and the ability to notice.