Making the invisible visible: Preparing preservice teachers for first steps in linking research to practice
Making the invisible visible: Preparing preservice teachers for first steps in linking research to practice
复制标题
让不可见变得可见：为职前教师做好将研究与实践联系起来的第一步的准备
DOI：
10.1016/j.tate.2015.07.001
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发表时间：
2015
影响因子：
3.9
通讯作者：
Susan Ariew
中科院分区：
文献类型：
--
作者：
S. V. Ingen;Susan Ariew
尽管人们普遍期望教师利用研究来满足不同学生的需求，但人们对如何让职前教师参与这一复杂的过程知之甚少。这项准实验研究考察了一种协作性的、基于标准的干预，使职前教师能够清楚地阐述基于课堂的问题，创造研究指导问题，并设计有效的搜索策略。一项Manova测试表明，干预与第一步更好的表现有关。作者提供了详细的干预及其结果的描述，以提供一个路线图，在研究与实践相结合的基础步骤中支持职前教师。
Despite the widespread expectation that teachers leverage research to meet the needs of diverse students, little is known about how to prepare preservice teachers to engage in this complex process. This quasi-experimental study examines a collaborative, standards-based intervention that prepares preservice teachers to articulate classroom-based problems, create research-guiding questions, and design effective search strategies. A MANOVA test indicated that the intervention is associated with stronger performance on those first steps. The authors provide detailed descriptions of the intervention and its results in order to offer a roadmap for supporting preservice teachers in the foundational steps of linking research to practice.