Principled reasoning about problems of practice
Principled reasoning about problems of practice
复制标题
对实践问题的原则性推理
DOI：
10.1002/sce.20312
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发表时间：
2009
影响因子：
4.3
通讯作者：
C. Schwarz
中科院分区：
文献类型：
--
作者：
Jamie N. Mikeska;C. W. Anderson;C. Schwarz
本文中的基础科学教师教育工作者认识到新科学教师进入课堂时面临的挑战。他们制定了框架和策略，旨在帮助与他们一起工作的职前教师成为“良好的初学者”，准备好解决科学教学问题。为此，这些教育工作者有目的地让候选人就他们在工作中可能面临的挑战或实践问题进行集中对话。这些挑战包括（1）参与科学，（2）组织教学，以及（3）理解学生。科学教师教育工作者使用对话式第三空间来帮助职前教师重新考虑并加深对这些实践问题的理解。在本引言中，我们指出了将这些文章联系在一起的一些共同主题，包括（a）关注基础科学教学中的实践问题，（b）关注与职前教师就这些实践问题进行对话，（c）致力于开发支持对这些实践问题进行原则性推理的工具和方法，以及（d）致力于基础科学教师教育研究的共同目标和方法。我们指出了这三篇文章中解决这些主题的方法。 C � 2009 Wiley periodicals, Inc. Sci Ed 93:678 - 686, 2009
The elementary science teacher educators in this article set recognize the challenges that new science teachers face when they enter classrooms. They have developed frameworks and strategies aimed at helping the preservice teachers with whom they work become "well-started beginners" who are ready to address problems of science teaching. To do so, these educators purposefully engage the candidates in focused dialogue regarding challenges or problems of practice that they will likely face in their work. These challenges include (1) engaging in science, (2) organizing instruction, and (3) understanding students. The science teacher educators use a dialogic third space to help the preservice teachers reconsider and develop deeper understandings of these problems of practice. In this intro- duction, we point out some of the common themes that tie these articles together, including (a) a focus on problems of practice in elementary science teaching, (b) a focus on dialogue with preservice teachers about these problems of practice, (c) a commitment to developing tools and approaches that support principled reasoning about these problems of practice, and (d) a commitment to shared goals and methods for research on elementary science teacher education. We point to ways that these themes are addressed in the three articles. C � 2009 Wiley Periodicals, Inc. Sci Ed 93:678 - 686, 2009