Effective Professional Development and Change in Practice: Barriers Science Teachers Encounter and Implications for Reform
Effective Professional Development and Change in Practice: Barriers Science Teachers Encounter and Implications for Reform
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有效的专业发展和实践变革：科学教师遇到的障碍和改革的启示
DOI：
10.1111/j.1949-8594.2006.tb18172.x
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发表时间：
2006
影响因子：
1.1
通讯作者：
Carla C. Johnson
中科院分区：
文献类型：
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作者：
Carla C. Johnson
这项研究的重点是在美国中部的两所中学谁参加了合作，持续，全校专业发展实施调查的一部分，国家科学教育标准，或基于标准的教学实践。参与者参加了第二年的专业发展经验。探讨的研究问题是，“什么样的障碍，科学教师遇到实施标准为基础的教学，同时参与有效的专业发展经验？”以教师访谈和课堂观察的形式收集的定性数据被利用，并使用改革障碍的标题进行分析。研究结果表明，即使有有效的专业发展，科学教师仍然遇到技术，政治和文化障碍的实施。专业发展工作要取得成功，就需要更多的支持，如资源和时间，以及行政支持和支持。调查结果还显示，即使是最好的打算专业发展的努力并没有揭示和解决现有的信念，为所有教师。未来科学教育改革利益相关者的影响进行了讨论。
This study focused on two middle schools in the central US who participated in collaborative, sustained, whole-school professional development in implementing inquiry as part of National Science Education Standards, or standards-based instructional practices. Participants were involved in their second year of the professional development experience. The research question explored was, “What barriers do science teachers encounter when implementing standards-based instruction while participating in effective professional development experiences?” Qualitative data collected in the form of teacher interviews and classroom observations were utilized and were analyzed using a barrier to reform rubric. Findings indicate that even with effective professional development, science teachers still encounter technical, political, and cultural barriers to implementation. More support is required for professional development efforts to be successful, such as resources and time, as well as administrative buy-in and support. Findings also revealed that even the best intended professional development efforts do not reveal and address existing beliefs for all teachers. Implications for future science education reform stakeholders are discussed.