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Investigating the learning to teach process: Pedagogy, innovation adoption, expertise development, and technology integration.

機(jī)譯：調(diào)查學(xué)習(xí)教學(xué)過(guò)程：教學(xué)法，創(chuàng)新采用，專業(yè)知識(shí)發(fā)展和技術(shù)集成。

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This dissertation reported three studies whose overarching purpose is to enhance our understanding about how teachers learn to teach by revealing the learning to teach process. Each of three studies revealed the learning to teach process from different perspectives. Guided by the Pedagogical Content Knowledge (PCK) framework, the first study revealed the learning process of elementary teachers' development of engineering PCK through engineering teaching practices. Approaching elementary teachers' learning to teach engineering from the perspectives of innovation adoption and expertise development, the second study revealed the learning to teach engineering process by constructing a framework depicting the stages and dimensions involved in the elementary engineering education (EEE) adoption process and the EEE expertise development process. A phenomenological approach was adopted in both the first and the second studies. The third study, using a two-phase explanatory sequential mixed methods research design, revealed the process of learning to teach with education technology during student teaching by showing how pre-service teachers' progress in readiness for technology integration was affected by various contextual- and personal-level factors. Each of the three studies contributes to our understanding of how teachers learn to teach through teaching practices. The learning to teach processes revealed in the three studies carry important implications for professional development and teacher preparation.

機(jī)譯：本論文進(jìn)行了三項(xiàng)研究，其總體目的是通過(guò)揭示學(xué)習(xí)過(guò)程，以增進(jìn)我們對(duì)教師學(xué)習(xí)方式的理解。三項(xiàng)研究中的每一項(xiàng)都從不同的角度揭示了學(xué)習(xí)過(guò)程教學(xué)的方法。首次研究以教學(xué)內(nèi)容知識(shí)（PCK）框架為指導(dǎo)，通過(guò)工程教學(xué)實(shí)踐揭示了基礎(chǔ)教師發(fā)展工程PCK的學(xué)習(xí)過(guò)程。第二項(xiàng)研究從創(chuàng)新采用和專業(yè)技能發(fā)展的角度出發(fā)，探討了基礎(chǔ)教師的教學(xué)工程知識(shí)，第二項(xiàng)研究通過(guò)構(gòu)建一個(gè)描述基礎(chǔ)工程教育（EEE）采用過(guò)程和階段的維度和框架的框架，揭示了工程技術(shù)的學(xué)習(xí)過(guò)程。 EEE專業(yè)知識(shí)開(kāi)發(fā)流程。在第一項(xiàng)研究和第二項(xiàng)研究中都采用了現(xiàn)象學(xué)方法。第三項(xiàng)研究使用了兩階段解釋性順序混合方法研究設(shè)計(jì)，通過(guò)顯示各種背景和環(huán)境如何影響職前教師在技術(shù)集成準(zhǔn)備方面的進(jìn)展，揭示了在學(xué)生教學(xué)過(guò)程中學(xué)習(xí)教育技術(shù)的過(guò)程。個(gè)人層面的因素。這三項(xiàng)研究均有助于我們了解教師如何通過(guò)教學(xué)實(shí)踐來(lái)學(xué)習(xí)教學(xué)。這三項(xiàng)研究揭示的學(xué)習(xí)教學(xué)過(guò)程對(duì)專業(yè)發(fā)展和教師準(zhǔn)備具有重要意義。

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作者
Sun, Yan.;
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Purdue University.;

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授予單位 Purdue University.;
學(xué)科 Educational technology.
學(xué)位 Ph.D.
年度 2013
頁(yè)碼 243 p.
總頁(yè)數(shù) 243
原文格式 PDF
正文語(yǔ)種 eng
中圖分類
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2. Teachers' adoption of technology innovation into pedagogical practices [J] . Jing Lei, Blaine Morrow Education and information technologies . 2010,第3期

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Investigating the learning to teach process: Pedagogy, innovation adoption, expertise development, and technology integration.

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