返回Google圖書搜尋

Using Dialogic-focused Professional Learning Activities to Support Teacher's Praxis

其他書名	An Action Research Dissertation Study
出版	University of Rochester. Margaret Warner Graduate School of Education and Human Development, 2020
URL	http://books.google.com.hk/books?id=S_RjzgEACAAJ&hl=&source=gbs_api

註釋"In 2011, the National Research Council (NRC) developed the Framework for K-12 Science Education, which calls on science teachers to shift their practice to learning science by doing science, advocating for reform in science teaching and learning. Thus, there is an inherent need for widespread professional development. Ambitious Science Teaching has been shown to be a powerful framework for supporting teachers in this shift of practice, specifically when engaging students in the practice of modeling. This action research study explores a designed intervention by a teacher-educator and researcher to support one experienced practicing science teacher in shifting her praxis around model-based inquiry. The intervention consisted of dialogic-focused professional learning activities which include the use of core practices and tools from content-focused coaching, cogenerative dialogue, and Ambitious Science Teaching. Using activity theory as an analytical lens, emergent findings suggest that negotiations of key dilemmas that emerged for the science teacher nurtured her model-based inquiry praxis. Key dilemmas included how to design lessons of a model-based unit for alignment, and how to press students appropriately at different stages of a unit. Negotiations of these emergent dilemmas occurred at the intersection of different players in the activity system. This study demonstrates the value of action research methodology to gain nuanced insights into teacher praxis development"--Page 7