Cultivating Culture: Preparing Future Teachers for Diversity Through Family Science Learning Events
Cultivating Culture: Preparing Future Teachers for Diversity Through Family Science Learning Events
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培养文化：通过家庭科学学习活动为未来教师的多元化做好准备
DOI：
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发表时间：
2012
期刊：
影响因子：
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通讯作者：
Olga M. Ramirez
中科院分区：
文献类型：
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作者：
Cherie A. McCollough;Olga M. Ramirez
职前教师（PSTs）参加了一所指定为西班牙裔服务机构的大学的家庭科学学习活动（FSLEs）。教师要求pst构思和设计与文化相关的科学活动，并在每学期的三个独立的FSLEs中与K-8学生及其家人一起实施这些活动。放学后的场地包括位于多种族学区的小学和中学。从这些未来教师那里收集的数据包括PST的定性反思、课程计划、同行的项目板/活动评估，以及定量调查工具（改进的SEBEST），以评估PST对不同学习者的教学看法。结果表明，将FSLEs作为教师准备工作的一个组成部分，可以为所有参与学习的人提供强大的学习促进器，增加学习的兴奋感，使用与文化相关的活动的信心，以及与家庭成员（特别是西班牙裔）合作的宝贵经验。此外，使用与文化相关的科学活动加深了内容知识，并使教师有机会对西班牙裔学生及其家庭使用文化响应性活动，增加了对不同学习者进行科学教学的自我效能感。
Preservice teachers (PSTs) participated in Family Science Learning Events (FSLEs) at a university designated as a Hispanic Serving Institution. PSTs were required by the instructor to conceive and design culturally relevant science activities as well as implement these activities with K-8 students and their families during three separate FSLEs each semester. After school venues included elementary and middle schools located in ethnically diverse school districts. Data collected from these future teachers included qualitative PST reflections, lesson plans, project board/activity evaluation by peers, and a quantitative survey instrument (modified SEBEST) to assess PSTs perceptions of teaching diverse learners. Results suggest that using FSLEs as an integral component of teacher preparation can be a powerful facilitator of learning for all involved, increasing excitement for learning, confidence in using culturally relevant activities and valuable experience in working with family members, particularly Hispanics. In addition, using culturally relevant science activities deepened content knowledge and gave PSTs the opportunity to use culturally responsive activities with Hispanic students and their families, increasing feelings of self-efficacy in science teaching with diverse learners.