Implementing Change within a School Science Department: Progressive and Dissonant Voices
Implementing Change within a School Science Department: Progressive and Dissonant Voices
复制标题
在学校科学系内实施变革：进步和不和谐的声音
DOI：
--
复制
发表时间：
2003
期刊：
影响因子：
--
通讯作者：
S. Ritchie
中科院分区：
文献类型：
--
作者：
Donna L. Rigano;S. Ritchie
本研究的目的是描述一位科学教师的教学和领导经验，作为部门负责人，他正准备在一所私立学校的科学部门引入变革，以响应澳大利亚昆士兰州新的初级科学教学大纲的要求。这位老师同意课堂观察和与研究人员的访谈，在那里他对教学实践和改变的看法被探索。学校的其他科学老师也接受了采访，询问他们对计划中的变化的反应。对数据的解释性分析说明了教师在教育改革期间所面临的复杂互动、谈判、妥协、让步和权衡。确定了学校内部存在的阻碍拟议变革的障碍。
The purpose of this study was to describe the teaching and leadership experiences of a science teacher who, as head of department, was preparing to introduce changes in the science department of an independent school in response to the requirements of the new junior science syllabus in Queensland, Australia. This teacher consented to classroom observations and interviews with the researchers where his beliefs about teaching practice and change were explored. Other science teachers at the school also were interviewed about their reactions to the planned changes. Interpretive analysis of the data provides an account of the complex interactions, negotiations, compromises, concessions, and trade-offs faced by the teacher during a period of education reform. Perceived barriers existing within the school that impeded proposed change are identified.