通过教师驱动的专业发展改变身份和不断发展的探究概念
Changing Identities and Evolving Conceptions of Inquiry through Teacher-Driven Professional Development
摘要：
这项STEM教育研究调查了简化掌握专业发展计划，在该计划中，教师与大学研究人员合作，为自己和其他教师设计专业发展机会。我们的研究描述了教师专业成长的过程，通过机构的变化，并通过共同追求提高课堂科学探究的理解。视频，电子邮件，教训的反思，调查的答复，和采访进行了分析，以深入了解教师话语的变化，围绕调查和他们的转变，他们建立的专业社区内的参与。STEM教育专业发展的影响进行了讨论。
英文摘要：
This STEM education study investigates the Streamline to Mastery professional development program, in which teachers work in partnership with university researchers to design professional development opportunities for themselves and for fellow teachers. Our research describes the process of teacher professional growth both through changes in agency and through a shared pursuit of an improved understanding of classroom scientific inquiry. Videos, emails, lesson reflections, survey responses, and interviews were analyzed to glean insight into changes in teacher discourse around inquiry and into their shifts in participation within the professional community they established. Implications for professional development in STEM education are discussed.
机构、总结、中文摘要均由AI分析而来，可能存在错误，请以论文正文为准。
