標題: Titlebook: Enhancing Professional Knowledge of Pre-Service Science Teacher Education by Self-Study Research; Turning a Critical E Gayle A. Buck,Valari [打印本頁] 作者: 萌芽的心 時間: 2025-3-21 16:18
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作者: 殺死 時間: 2025-3-21 20:38 作者: Allergic 時間: 2025-3-22 03:47 作者: Self-Help-Group 時間: 2025-3-22 08:16
The Prevention of Oil Pollutioned, and the styles of their products. For the most part the researchers used qualitative methods that were narrative or traditional and ethnographic in nature. The chapter closes with a look at the validity of self-study research and how that relates to its role in the project to both improve the pr作者: 陪審團 時間: 2025-3-22 10:03 作者: sleep-spindles 時間: 2025-3-22 14:33
https://doi.org/10.1057/9780230523807 surveys. The findings revealed that during direct instruction, PSTs viewed us to be very enthusiastic. During inquiry-based instruction, however, our enthusiasm was perceived to be lower. We also found that when we did not view the PSTs as being enthusiastic, we tried to change that situation by st作者: sleep-spindles 時間: 2025-3-22 19:51 作者: 北極熊 時間: 2025-3-22 22:38 作者: 文字 時間: 2025-3-23 03:19
Self-Study in Pre-service Science Teacher Educationed, and the styles of their products. For the most part the researchers used qualitative methods that were narrative or traditional and ethnographic in nature. The chapter closes with a look at the validity of self-study research and how that relates to its role in the project to both improve the pr作者: 謊言 時間: 2025-3-23 09:16 作者: 固定某物 時間: 2025-3-23 12:31
Exploring Our Theoretical and Practical Understandings of Enthusiasm in Science Teaching: A Self-Stu surveys. The findings revealed that during direct instruction, PSTs viewed us to be very enthusiastic. During inquiry-based instruction, however, our enthusiasm was perceived to be lower. We also found that when we did not view the PSTs as being enthusiastic, we tried to change that situation by st作者: hair-bulb 時間: 2025-3-23 14:03
Our Journey of Understanding Through Lesson Studyur self-study process in detail, exploring both the impact of the initial lesson study collaboration and the lasting changes to our development as science teacher educators and our perspectives on the role of theory in teacher education.作者: duplicate 時間: 2025-3-23 20:28 作者: deforestation 時間: 2025-3-23 23:02 作者: 貨物 時間: 2025-3-24 05:39
https://doi.org/10.1007/978-3-030-50777-0to understand the outcomes in these courses from a variety of perspectives. Each paper draws from a variety of methodological and analytical approaches consistent with the self-study perspective (many drawing on Loughran’s work (2006) either directly or indirectly as a starting point).作者: 遺傳學(xué) 時間: 2025-3-24 07:13
Response to Section II: Practicing, Modeling, and Influencing Approaches to Teaching: A Commentaryto understand the outcomes in these courses from a variety of perspectives. Each paper draws from a variety of methodological and analytical approaches consistent with the self-study perspective (many drawing on Loughran’s work (2006) either directly or indirectly as a starting point).作者: 培養(yǎng) 時間: 2025-3-24 11:18 作者: 非秘密 時間: 2025-3-24 15:28 作者: NEEDY 時間: 2025-3-24 21:40 作者: Projection 時間: 2025-3-25 00:18
George J. Agich,Charles E. Begleye analysis of interview transcripts showed that PSTs learnt about genetics as well as about the teaching of genetics from my teaching. I therefore argue that it is possible to teach PSTs content for understanding and for teaching when teaching content subjects by modelling teaching practices.作者: grenade 時間: 2025-3-25 04:50
https://doi.org/10.1057/9781137385024nalysis of journal responses, in conjunction with a critical friend, insight into the particular needs of the PSTs was achieved. The TE was then able to design and implement targeted instructional activities to navigate the conflict and support the PSTs’ professional identity development.作者: Synapse 時間: 2025-3-25 10:03
Kwang-Sup Soh,Kyung A. Kang,David K Harrisoner: how professionals think in action. Basic Books, New York, 1983). The authors of the chapters take on various aspects of elementary science preparation, share different perspectives about the design of their methods courses, and delineate a range of approaches to self-study methodologies.作者: 投票 時間: 2025-3-25 12:28 作者: NUDGE 時間: 2025-3-25 18:11 作者: avarice 時間: 2025-3-25 22:10 作者: 刪減 時間: 2025-3-26 02:47 作者: Canvas 時間: 2025-3-26 07:20
Experiences with Activities Developing Pre-service Science Teacher Data Literacyave varying degrees of difficulty in working with data in these (quite different) inquiry activities. The paper concludes with a discussion of the implications for pre-service teacher education in science.作者: 祝賀 時間: 2025-3-26 12:14 作者: 不連貫 時間: 2025-3-26 13:25 作者: 細絲 時間: 2025-3-26 17:41 作者: 怪物 時間: 2025-3-27 00:01 作者: Neuralgia 時間: 2025-3-27 02:39 作者: BROTH 時間: 2025-3-27 08:28 作者: subordinate 時間: 2025-3-27 10:37 作者: prolate 時間: 2025-3-27 14:21 作者: Uncultured 時間: 2025-3-27 20:40
Gayle A. Buck,Valarie L. AkersonCompiles self-studies in science teacher education.highlighting methods, content, and doctoral level courses to foster discussion.on complexities of science teacher education.Analysesthe current and p作者: BET 時間: 2025-3-28 01:39
ASTE Series in Science Educationhttp://image.papertrans.cn/e/image/311313.jpg作者: Mingle 時間: 2025-3-28 05:08
https://doi.org/10.1007/978-94-6265-231-6ng and our own teaching practices. For us, self-study offers this integrity by enabling us to systematically explore our theories and practice in a reflexive manner. Although we have witnessed an increase of individuals conducting self-study research, we believe that its potential is not yet reached作者: debris 時間: 2025-3-28 06:16
The Prevention of Oil Pollutiont the field, and how that relates to the self-study of preservice science teacher education. It begins by acknowledging the differences among those who engage in the practice of and research on science teacher education from those who engage in research on science education. While the former focus o作者: 死亡率 時間: 2025-3-28 11:46
https://doi.org/10.1007/978-3-031-09066-0undergraduate science course required for elementary education majors. The purpose of this self-study was to examine personal assumptions about relational pedagogy – specifically, that relational pedagogy serves as a means for confronting the constraining regularities of a normative, homogenized sci作者: Obstruction 時間: 2025-3-28 14:48 作者: tenuous 時間: 2025-3-28 19:35
https://doi.org/10.1057/9781137385024ontent course. The conflict centered on the widely disparate views of the quality of classwork produced by the PSTs. While the TE initially evaluated the classwork in a way that was highly critical of the PSTs, he chose to halt the course progression and use reflection activities (e.g., journaling) 作者: CRAB 時間: 2025-3-29 00:41
https://doi.org/10.1057/9780230523807widely understood (Schutz PA, Pekrun R, In: Schutz PA, Pekrun R (eds) Emotion in education [electronic resource]. Academic Press, Amsterdam, 2007). This is particularly evident in science education. There are studies that show the importance of teacher enthusiasm in K-12 science classrooms or of stu作者: 哥哥噴涌而出 時間: 2025-3-29 05:02 作者: 沒有準備 時間: 2025-3-29 09:21
https://doi.org/10.1007/978-3-319-72520-8methods class, the . I have used and privileged, and my own changing . as a science educator and teacher educator. I draw on my syllabi, assignment descriptions, and published scholarship to discern themes and shifts in goals, emphasis, expectations, and values. I illustrate how the evolution of my 作者: Exterior 時間: 2025-3-29 12:01
Wolfgang Zenker,Winfried L. Neuhubert there is no guidebook to follow when it comes time to incorporate new ideas and emerging strategies into our practice. To learn more about a growing professional development approach – Japanese Lesson Study – and our own teaching, we collaboratively engaged in Lesson Study in three different metho作者: filicide 時間: 2025-3-29 18:06
https://doi.org/10.1007/978-0-387-78971-2s. Conceptualization and operationalization in this study refers to the methodological tactics we constructed in response to the challenges, tensions, and problems impacting our substantial selves and situational selves within the context of our teaching spaces. The study used the self-study methodo作者: 可能性 時間: 2025-3-29 20:34 作者: 符合國情 時間: 2025-3-30 02:08 作者: stressors 時間: 2025-3-30 04:38
https://doi.org/10.1007/978-3-031-74414-3to model what was expected of pre-service teachers in reformed science classrooms, while at the same time providing the students themselves experiences with engaging in an inquiry investigation environment. We provide a detailed elaboration of each example activity, descriptions of student work with作者: 使成核 時間: 2025-3-30 11:42
https://doi.org/10.1007/978-94-017-4734-9 to design an intensive school based experience in collaboration with teachers. The setting of this study was a graduate 1-year program that prepares STEM career changers or recent graduates for teaching in urban schools. Some of the key findings that emerged from this process of self-study include 作者: Lucubrate 時間: 2025-3-30 13:20 作者: 假設(shè) 時間: 2025-3-30 18:37 作者: 間接 時間: 2025-3-31 00:32
Enhancing Professional Knowledge of Pre-Service Science Teacher Education by Self-Study Research978-3-319-32447-0Series ISSN 2214-5435 Series E-ISSN 2214-5443 作者: 頂點 時間: 2025-3-31 00:51 作者: Explicate 時間: 2025-3-31 05:27
Garnering the Experiences and Understandings Emerging from Self-Studies in Science Teacher Educationng and our own teaching practices. For us, self-study offers this integrity by enabling us to systematically explore our theories and practice in a reflexive manner. Although we have witnessed an increase of individuals conducting self-study research, we believe that its potential is not yet reached作者: DEAWL 時間: 2025-3-31 13:08 作者: 公共汽車 時間: 2025-3-31 15:28
Promoting Student Agency in Science Inquiry: A Self-Study of Relational Pedagogical Practices in Sciundergraduate science course required for elementary education majors. The purpose of this self-study was to examine personal assumptions about relational pedagogy – specifically, that relational pedagogy serves as a means for confronting the constraining regularities of a normative, homogenized sci作者: 紡織品 時間: 2025-3-31 18:15
Using Self-Study to Learn to Teach Genetics to Pre-service Teachers for Understanding and for Teachirpose of teacher education is to be achieved. A survey of most of the S-STEP literature however, shows that most of the research that has been done has focussed on teaching about teaching in methodology courses and not in content courses. In the study that is reported in this chapter, I used the met作者: Fibrinogen 時間: 2025-4-1 00:42
Using Self-Study to Evaluate a Pedagogical Approach for Navigating Conflict in a Science Content Couontent course. The conflict centered on the widely disparate views of the quality of classwork produced by the PSTs. While the TE initially evaluated the classwork in a way that was highly critical of the PSTs, he chose to halt the course progression and use reflection activities (e.g., journaling)
