通过参与教师驱动的专业研究社区成为变革的推动者
Becoming Agents of Change through Participation in a Teacher-Driven Professional Research Community
摘要：
本研究涉及一个基于理论的教师专业发展模式，旨在解决两个问题。首先，科学教师专业发展的主导模式已经不足以帮助教师创造学习环境，让学生参与科学的实践，最近呼吁的NGSS。第二，在关于教育改革和评估的全国对话中缺乏教师的参与和发言权。在这项研究中，教师领导并参与了一个专注于STEM教育研究的专业社区。在这个社区中，教师越来越多地负责为自己和同事设计和制定学习经验。我们调查了科学教师学习过程的特点。研究结果表明，教师谁参加了这一模式产生的知识和实践的教学和学习，同时发展的身份和实践作为教育改革的倡导者和教育变革的代理人。
英文摘要：
This study involves a theory-based teacher professional development model that was created to address two problems. First, dominant modes of science teacher professional development have been inadequate in helping teachers create learning environments that engage students in the practices of science, as called for most recently by the NGSS. Second, there is a lack of teacher presence and voice in the national dialogue on education reform and assessment. In this study, teachers led and participated in a professional community focusing on STEM education research. In this community, teachers became increasingly responsible for designing and enacting learning experiences for themselves and their colleagues. We investigated the characteristics of the science teachers learning process. Findings suggest that teachers who participated in this model generated knowledge and practices about teaching and learning while simultaneously developing identities and practices as education reform advocates and agents of educational change.
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。
