Understanding pedagogical design capacity through teachers' narratives
Understanding pedagogical design capacity through teachers' narratives
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DOI：
10.1016/j.tate.2011.01.005
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发表时间：
2011-05-01
影响因子：
3.9
通讯作者：
Stevens, Shawn
中科院分区：
文献类型：
--
作者：
Davis, Elizabeth A.;Beyer, Carrie;Stevens, Shawn
教师需要发展适应课程材料的能力。两名小学教师。Maggie和Cincinnati被要求写关于他们对特定改革导向的科学课程计划的使用和变化的叙述。玛吉利用她对学生的知识和经验，以及其他知识、经验和资源，做出富有成效的改变，以考虑到她的学生之前的知识和能力。Cynthia根据她的学习目标进行课程调整，但这些目标与课程材料的学习目标不一致。本文讨论了教师教育，专业发展和教育课程材料的影响。(C)2011爱思唯尔有限公司保留所有权利。
Teachers need to develop the ability to adapt curriculum materials. Two elementary teachers. Maggie and Catie, were asked to write narratives about their use of and changes to particular reform-oriented science lesson plans. Maggie drew on her knowledge of and experiences with students, as well as other knowledge, experiences, and resources, to make productive changes to account for her students' prior knowledge and abilities. Catie based her curricular adaptations on her learning goals but these were not aligned with the learning goals of the curriculum materials. The paper discusses implications for teacher education, professional development, and educative curriculum materials. (C) 2011 Elsevier Ltd. All rights reserved.