Science Teachers’ Pedagogical Discontentment: Its Sources and Potential for Change
Science Teachers’ Pedagogical Discontentment: Its Sources and Potential for Change
复制标题
科学教师的教学不满：其根源和变革潜力
DOI：
10.1007/s10972-011-9242-3
复制
发表时间：
2011
影响因子：
1.9
通讯作者：
P. Enderle
中科院分区：
文献类型：
--
作者：
S. Southerland;Scott P. Sowell;P. Enderle
本研究探讨了科学教师的教学不满，并描述了它在教师考虑新的教学实践中的作用。教学不满意是指教学实践没有达到教学目标而感到不满的程度。通过一系列的结构化访谈进行了18个不同年级的实践科学教师，内容领域，准备路线，和经验量，教师的教学不满的共性领域。教学不满的共同领域包括教所有学生科学的能力，科学内容知识，平衡深度与教学的呼吸，实施探究教学，评估科学学习。我们得出的影响，使用这个结构，工艺更有效的专业发展。
This research explored science teachers’ pedagogical discontentment and described its role in teachers’ consideration of new teaching practices. Pedagogical discontentment is an expression of the degree to which one is discontented because one’s teaching practices do not achieve one’s teaching goals. Through a series of structured interviews conducted with 18 practicing science teachers of various grade levels, content areas, routes of preparation, and amount of experience, areas of commonality in the teachers’ pedagogical discontentment were identified. The common areas of pedagogical discontentment include the ability to teach all students science, science content knowledge, balancing depth versus breath of instruction, implementing inquiry instruction, and assessing science learning. We draw implications for using this construct to craft more effective professional development.