Teachers’ roles and identities in student-centered classrooms
Teachers’ roles and identities in student-centered classrooms
复制标题
以学生为中心的课堂中教师的角色和身份
DOI：
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复制
发表时间：
2018
影响因子：
6.7
通讯作者：
L. Keiler
中科院分区：
文献类型：
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作者：
L. Keiler
背景学生和教师在二十一世纪干教室面临着重大挑战，准备中学后教育，职业生涯和公民身份。教育工作者提倡以学生为中心的教学，作为面对这些挑战的一种方式，出现了多种方案来塑造和定义这种环境。然而，必须制定支持教师过渡到非传统教学的方法。本研究的目的是探讨以学生为中心，以同伴为中介的STEM课堂教学对教育工作者的影响，并为学生同伴领袖在这些课堂上的角色做好准备。研究问题考察了教师在实施以学生为中心的教学法时如何看待自己，他们在角色和身份转变时面临的困难，以及他们成长或抵制成长的方式。在两所城市中学进行的定性研究记录了教师在创新的，以学生为中心的STEM教学计划中的不同经验和反应。13干教师的经验和看法照亮的可能性和挑战，教师在以学生为中心的Classics.ResultsAll参与教师描述了多种好处，在以学生为中心的课堂教学和传统课堂的差异。根据过去的身份和当前的信仰，他们向这种教学的过渡分为三大类。一些教师发现教学法与先前存在的身份一致，并接受了它，而没有根本改变他们的教学观念。他们描述了该模型如何帮助他们成为他们一直想成为的教师。其他教师，谁最初确定为STEM内容的交付者，有更困难的经验，以适应以学生为中心的教学。在一个案例中，一位教师拒绝改变，退出了这个项目，保持了她的身份，决定不再以学生为中心。其他参与的教师在他们的身份进行了戏剧性的转变，以实施该计划。这些教师描述了显着的学习曲线，因为他们共同的责任，为学生学习与学生leader.ConclusionsThis研究表明，从根本上改变学习环境可以影响教师的身份和他们的方法，以可预测的方式教学，可以通知教师教育和专业发展计划的干教师，最大限度地提高教师的成功，因为他们实施以学生为中心的教学法。
BackgroundStudents and teachers in twenty-first century STEM classrooms face significant challenges in preparing for post-secondary education, career, and citizenship. Educators have advocated for student-centered instruction as a way to face these challenges, with multiple programs emerging to shape and define such contexts. However, the ways to support teachers as they transition into non-traditional teaching must be developed. The purpose of this study is to explore the impacts on educators of teaching in student-centered, peer-mediated STEM classrooms and preparing student peer leaders for their roles in these classes. Research questions examined how teachers think about themselves as they implement student-centered pedagogy, the difficulties they face as their roles and identities shift, and the ways they grow or resist growth. Qualitative research conducted at two urban secondary schools documents the diverse experiences and responses of teachers in an innovative, student-centered STEM instructional program. The experiences and perceptions of 13 STEM teachers illuminate the possibilities and challenges for teachers in student-centered classrooms.ResultsAll participating teachers described multiple benefits of teaching in a student-centered classroom and differences from traditional classrooms. Their transitions to this type of teaching fell into three major categories based upon past identities and current beliefs. Some teachers found the pedagogy consistent with preexisting identities and embraced it without radical change to their concepts of teaching. They described ways in which the model helped them become the teachers they had always wanted to be. Other teachers, who initially identified as deliverers of STEM content, had more difficult experiences adjusting to student-centered instruction. In one case, a teacher resisted change and exited the program, maintaining her identity and deciding not to become student-centered. Other participating teachers made dramatic shifts in their identities in order to implement the program. These teachers described significant learning curves as they shared responsibility for student learning with student leaders.ConclusionsThis study suggests that radically changing the learning environment can affect teachers’ identities and their approaches to teaching in predictable ways that can inform teacher education and professional development programs for STEM teachers, maximizing the success of teachers as they implement student-centered pedagogy.
DOI：
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发表时间：
2005-05
期刊：
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影响因子：
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作者：
S. Schumacher;J. H. McMillan
通讯作者：
S. Schumacher;J. H. McMillan