Educational reform, personal practical theories, and dissatisfaction: The anatomy of change in college science teaching
Educational reform, personal practical theories, and dissatisfaction: The anatomy of change in college science teaching
复制标题
DOI：
10.3102/00028312040003731
复制
发表时间：
2003-09-01
影响因子：
3.6
通讯作者：
Woodbury, S
中科院分区：
文献类型：
--
作者：
Gess-Newsome, J;Southerland, SA;Woodbury, S
以教师为中心的系统改革模式(TCSR)认为，教学情境、教师特征、教师思维及其相互作用是实施课堂改革的影响因素。本文以TCSR模式、教师个人实践理论和观念转变为框架，研究了三名大学理科教师在设计和实施一门基于探究的综合理科课程时的情况。对背景、教师的知识和信念以及教学情节的记录和分析使作者能够确定和研究影响改革尝试的因素之间的相互作用，包括赠款支持。结果表明：赠款支持的结构性障碍的缓解是变革的必要但不充分的先导，个人实践理论是对教学实践产生强大影响的护城河。研究结果突显了教学和情境不满在为根本性变革创造环境方面的关键作用。
The Teacher-Centered Systemic Reform model (TCSR) recognizes teaching context, teacher characteristics, teacher thinking, and their interactions as influential factors in attempts to implement classroom reform. Using the TCSR model, teachers' personal practical theories, and conceptual change as a framework, the autbors of this article studied three college science faculty members as they designed and implemented an integrated, inquiry-based science course. The documentation and analysis of context, instructors' knowledge,and beliefs, and teaching episodes allowed the authors to identify and study the interaction of-factors, including grant support, that shape reform attempts. The results suggest:that grant-supported mitigation of structural barriers is a necessary but insufficient precursor to change and that Personal practical theories are the moat powerful influence on instructional practice. The findings highlight the critical-role of pedagogical and contextual dissatisfaction in creating a context for fundamental change.