Learning to teach science during the clinical experience: Agency, opportunity, and struggle
Learning to teach science during the clinical experience: Agency, opportunity, and struggle
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在临床经验中学习教授科学：能动性、机会和斗争
DOI：
10.1002/sce.21667
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发表时间：
2021
影响因子：
4.3
通讯作者：
Long, Caroline
中科院分区：
文献类型：
--
作者：
Windschitl, Mark;Lohwasser, Karin;Tasker, Tammy;Shim, Soo‐Yean;Long, Caroline
该机构一直被用作一个镜头，专注于教育工作者如何通过承担教学风险、倡导课程改革和抵制不以学生需求为重点的政策来学习。我们探讨了中介的作用，因为65名职前科学教师在临床实习期间为自己创造了学习机会。具体地说，我们调查了代理事件的类型是否随着新手在他们的大学课程中支持的科学教学愿景与他们所在课堂的流行实践和文化之间的一致性程度而变化。来自三个准备项目的参与者的访谈和调查数据表明，那些处于高度一致的安置中的人经历了更早、更多由导师提供的在教学中发挥积极作用的机会，并行使了代理来扩展他们观察到的导师使用的研究知情实践或工具。这使得参与者看到了学生思维的丰富性，以及他们在获得战略支持的情况下有多大的挑战工作的能力。处于低一致性排名的学生在教学中扮演积极角色的机会较少，他们更有可能利用中介机构做出微小调整，因为他们效仿导师在教学上保守的课程，并表示担心他们在他们认为不公平或对学生反应较差的教学方面“变得更好”。然而，抛开一致性不谈，即使是简单的代理行为，比如要求导师解释他们的教学决定，也非常罕见。
Agency has been used as a lens to focus on how educators learn through pedagogical risk‐taking, advocacy for curricular reform, and resisting policies that are not focused on the needs of students. We explored the role of agency as 65 preservice science teachers created learning opportunities for themselves during their clinical placements. Specifically, we investigated whether the types of agentive episodes varied by the level of congruence novices perceived between the vision of science teaching supported in their university coursework and the prevailing practices and culture of their host classrooms. Interview and survey data of participants from three preparation programs indicate that those in highly congruent placements experienced earlier and more mentor‐scaffolded opportunities to take on active roles in teaching, and exercised agency to extend research‐informed practices or tools they observed their mentors using. This resulted in participants seeing the richness of students' thinking and how capable they were of challenging work, given strategic supports. Those in low congruence placements had fewer chances to play active roles in teaching, were more likely to draw upon agency to make minor adjustments as they emulated their mentors' instructionally conservative lessons, and expressed concern they were “getting better” at aspects of teaching they viewed as inequitable or less responsive to students. Regardless of congruence, however, even simple acts of agency such as asking mentors to explain their instructional decisions were remarkably rare.
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