Primary science teacher confidence revisited: ten years on
Primary science teacher confidence revisited: ten years on
复制标题
小学科学教师信心重温：十年过去
DOI：
10.1080/00131880701717289
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发表时间：
2007
影响因子：
3.5
通讯作者：
Jim Beggs
中科院分区：
文献类型：
--
作者：
C. Murphy;P. Neil;Jim Beggs
背景本文比较了最近在英国范围内进行的一项关于小学教师对科学教学的信心的大规模调查的结果与10年前苏格兰韦恩哈伦（Harlen）的一份开创性报告的结果。最近来自英国各地的报告表明，小学教师有效教授科学的信心和能力仍然受到严重关注。研究目的：本研究的主要目的是提供一个明确的，以证据为基础的分析目前面临的问题，在英国小学科学;探索小学教师的信心，在科学教学和评估的影响，科学举措发生在英国小学。研究样本包括：对来自英国所有地区的300名小学教师进行电话采访;在英格兰、北方爱尔兰、苏格兰和威尔士举行七个小学教师焦点小组会议，以进一步探讨电话采访中提出的问题;以及来自英国所有地区的75名小学科学利益相关者参加的为期两天的会议研讨会（大约一半的代表是教师;还有教师教育工作者（初步和继续专业发展）、课程制定者和政策制定者）。此外，还调查了100所师范教育机构参与小学科学活动的情况。设计和方法两项研究的方法包括定性和定量元素（见上文样本详情）。所有数据都是在2004年6月至9月期间收集的。结果小学教师科学教学信心在某些方面有所提高。然而，研究表明，一半的受访教师认为，教师缺乏信心和能力，教科学作为目前的主要问题，在小学科学。本文还报告了高等教育机构在小学科学方面开展的一些专业发展举措。结论本文的结论是，在过去的10年里，在小学科学发展的教师信心有一定的进展。然而，对所有利益攸关方来说，局势仍然严峻。在英国接受调查的教师中，有一半认为教师缺乏信心和能力来教授科学是小学科学的主要问题。高等教育机构需要加强对新的小学教师的培训，以确保他们都是自信和有效的科学教师。他们还可以加强与学校和其他持续专业发展（CPD）提供者在小学科学方面的伙伴关系。证据清楚地表明，有必要大大增加小学教师的科学专业发展。它还表明，这种专业发展可以更有效地针对科学教学的具体方面，对教师更具挑战性。此外，研究表明，科学专业发展的作品，在教师谁经历了科学持续专业发展（CPD）更有信心教科学比那些谁没有。
Background This paper compares the findings from a recent, large-scale UK-wide survey of primary teachers' confidence in teaching science with the results of a seminal report carried out 10 years ago by Wynne Harlen in Scotland. Recent reports from across the UK have indicated there are still serious concerns relating to primary teachers' confidence and ability to teach science effectively. Purpose The main research aims were to provide a clear, evidence-based analysis of the current issues facing primary science in the UK; explore primary teachers' confidence in science teaching and to evaluate the impact of science initiatives taking place in UK primary schools. Sample The sample for the study comprised: telephone interviews with 300 primary teachers from all UK regions; seven focus groups of primary teachers held in England, Northern Ireland, Scotland and Wales to further explore the issues raised in the telephone interviews; and workshops from a two-day conference of 75 stakeholders in primary science from all UK regions (approximately half the delegates were teachers; also represented were teacher educators (initial and continuing professional development), curriculum developers and policy-makers). In addition, 100 teacher education institutions were surveyed in relation to their participation in primary science initiatives. Design and methods The methodology for both studies comprised qualitative and quantitative elements (see sample details, above). All data were collected between June and September 2004. Results The findings indicated that there are improvements in some areas of primary teachers' confidence in teaching science. However, the study showed that half of the teachers surveyed cited lack of teacher confidence and ability to teach science as the current issue of major concern in primary science. This paper also reports on some of the professional development initiatives carried out by higher education institutions in primary science. Conclusions The paper concludes that there has been some progress in developing teacher confidence in primary science over the past 10 years. However, the situation is still critical for all stakeholders. Half of the teachers surveyed in the UK for the present study identified lack of teacher confidence and ability to teach science as the major issue of concern in primary science. Higher education institutions need to enhance the preparation of new primary teachers to ensure that they are all confident and effective teachers of science. They could also increase their partnership work with schools and other continuing professional development (CPD) providers in relation to primary science. The evidence demonstrates clearly that there is a need for substantially increasing science professional development for primary teachers. It also shows that such professional development could be more effectively targeted at specific aspects of science teaching that are more challenging for teachers. Further, the study shows that professional development in science works, in that teachers who have experienced science continuing professional development (CPD) are much more confident to teach science than those who have not.