Fostering a Community of Practice through a Professional Development Program to Improve Elementary Teachers' Views of Nature of Science and Teaching Practice
Fostering a Community of Practice through a Professional Development Program to Improve Elementary Teachers' Views of Nature of Science and Teaching Practice
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DOI：
10.1002/tea.20303
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发表时间：
2009-12-01
影响因子：
4.6
通讯作者：
Hanson, Deborah L.
中科院分区：
文献类型：
--
作者：
Akerson, Valarie L.;Cullen, Theresa A.;Hanson, Deborah L.
本研究旨在探讨透过专业发展计划，发展学习者社群，以改善教师的科学本质观及教学实务。在研究过程中，采用科学自然观问卷和访谈的方法，对教师的科学自然观进行了三次测评。在讲习班和课堂观察期间采取的笔记和录像带被用来跟踪学习者社区对课堂实践的影响。实践社区（CoP）通过密集的夏季研讨会，每月的学校现场研讨会和课堂支持来培养，以帮助教师融入新技术并反思他们的学习和实践。我们发现，教师意识到他们的变化，一旦他们在自己的教学中的概念，并讨论他们的斗争在专业发展社区的NOS的看法。CoP本身并不足以改变教师的实践或知识，但它创造了一个良好的支持环境，促进教师的变化时，与NOS建模和明确的反射配对。本研究以三位教师的个案来说明教师在观念和教学实践上的共同变化。(C)2009 Wiley Periodicals，Inc. J Res Sci Teach 46：1090-1113，2009
This study explored the development of a community of learners through a professional development program to improve teachers' views of nature of science (NOS) and teaching practice. The Views of Nature of Science questionnaire and interviews were used to assess teachers' conceptions of NOS three times over the course of the study. Notes and videotapes taken during workshops and classroom observations were used to track influence of the community of learners on classroom practice. The community of practice (CoP) was fostered through an intensive summer workshop, monthly school site workshops, and classroom support to aid teachers in incorporating new techniques and reflecting upon their learning and practice. We found that teachers became aware of their changes in views about NOS once they struggled with the concepts in their own teaching and discussed their struggles within the professional development community. The CoP on its own was not sufficient to change teacher's practice or knowledge, but it created a well-supported environment that facilitated teacher change when paired with NOS modeling and explicit reflection. Cases of three teachers are used to illustrate changes in views and teaching practice common to the teachers in this study. (C) 2009 Wiley Periodicals, Inc. J Res Sci Teach 46: 1090-1113, 2009