The Problem with Reform from the Bottom up: Instructional practises and teacher beliefs of graduate teaching assistants following a reform-minded university teacher certificate programme
The Problem with Reform from the Bottom up: Instructional practises and teacher beliefs of graduate teaching assistants following a reform-minded university teacher certificate programme
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DOI：
10.1080/09500690902948060
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发表时间：
2010-01-01
影响因子：
2.3
通讯作者：
Blanchard, Margaret R.
中科院分区：
文献类型：
--
作者：
Addy, Tracie M.;Blanchard, Margaret R.
在科学教师职前教育中，结合国家改革文件的要求，大力提倡改革实践。这与大学科学实验室内的教学性质形成鲜明对比，职前教师在大学科学实验室注册，这在很大程度上是验证性的。本科科学实验室主要由研究生助教（GTA）教授，教师准备很少。本混合方法研究的目的是调查的教学实践和教师信念的八个GTA在一所大学非常高的研究活动谁完成了改革思想的教师证书课程，问：他们的信念是什么教学？如何描述他们的做法？他们的信仰和实践是否彼此不同？他们的教学理念与他们的实践相一致吗？研究结果表明，GTAs举行适度的改革思想的“过渡”的信念，教学程序后，但显示相当传统的指令。跨案例研究结果强调了RTOP各分量表的相似模式，这些模式引起了对实验室课程结构潜在限制的关注。我们建议GTA专业发展最好与实验室课程修订同时进行。
Reform-minded practices are widely encouraged during pre-service science teacher education in concert with national reform documents. This contrasts to the nature of instruction within university science laboratories in which pre-service teachers enrol, which are largely confirmatory in nature. Undergraduate science laboratories are taught predominantly by graduate teaching assistants (GTAs) with minimal teacher preparation. The purpose of this mixed-methods study is to investigate the instructional practices and teacher beliefs of eight GTAs at a university with very high research activity who completed a reform-minded Teacher Certificate Programme, asking: What are their beliefs about teaching? How are their practices described? Do their beliefs and practices differ from one another? Do their teaching beliefs correspond with their practices? Findings indicate that GTAs held moderately reform-minded "transitional" beliefs of teaching following the programme, yet displayed fairly traditional instruction. Cross-case findings highlight similar patterns across subscales of the RTOP that draw attention to underlying constraints of the laboratory curriculum structure. We suggest that GTA professional development is best undertaken concurrent with laboratory course revision.