Prospective Elementary Teachers' Science Teaching Orientations and Experiences that Impacted their Development
Prospective Elementary Teachers' Science Teaching Orientations and Experiences that Impacted their Development
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未来小学教师的科学教学取向和影响其发展的经历
DOI：
10.1080/09500693.2012.708945
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发表时间：
2013
影响因子：
2.3
通讯作者：
Lucy Avraamidou
中科院分区：
文献类型：
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作者：
Lucy Avraamidou
大量的文献表明，许多小学教师不愿意教科学，并承认缺乏信心教它。然而，文献回顾表明，少数情况下，小学教师谁做得很好的科学和提供罕见的例子热情的小学教师。那么问题就变成了这些案件是如何发生的？本研究的目的是记录两个这样的准小学教师的情况下，说明他们的独特之处，并阐明这些是如何来的。本研究采用叙事探究的方法，以收集个人故事为重点。为了研究参与者的科学教学取向和影响他们发展的经验类型，使用了多种数据来源：绘画，访谈，反思性作业等。数据的分析是在三维空间叙事结构的基础上进行的。分析结果表明，参与者认为他们在大学课程中的某些经验对塑造他们的科学和科学教学方向至关重要：基于探究的调查，当代理论讨论，户外实地研究，友好的课堂环境和教师的特点。这些研究结果对教师教育课程的设计具有一定的影响，这些课程旨在使未来的小学教师，特别是女性，获得有意义的学习经验，并支持他们制定符合改革建议的科学教学方向。
A large body of literature illustrates that many elementary teachers are reluctant to teach science and confess a lack of confidence to teach it. Nevertheless, a review of the literature indicates a few cases of elementary teachers who do well in science and offers rare examples of enthusiast elementary teachers. The question then becomes how those cases came to be? The purpose of this study is to document two such cases of prospective elementary teachers, illustrate their unique characteristics and shed light on how those came to be. The study was designed upon a narrative inquiry approach focusing on the collection of personal stories. Multiple sources of data were used in order to examine the participants’ science teaching orientations and the kinds of experiences that influenced their development: drawings, interviews, reflective assignments, and others. The analysis of the data was grounded within the Three-Dimensional Space Narrative Structure. The findings of the analysis illustrated that the participants perceived certain experiences they had during their university coursework as critical to shaping their orientations to science and science teaching: inquiry-based investigations, contemporary theoretical discussions, outdoors field study, friendly classroom environment and the characteristics of their instructors. These findings have implications for the design of teacher education courses that aim to engage prospective elementary teachers, especially females, in meaningful learning experiences and support them in developing science teaching orientations that are in line with reform recommendations.