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An Approach to Teacher Training Based on the ‘Technological’ Content of Primary Science Educationстатья
- Авторы: Vysotskaya E.V., Lobanova A.D., Yanishevskaya M.A., Khrebtova S.B.
- Журнал: New Ideas in Child and Educational Psychology
- Том: 2
- Номер: 1-2
- Год издания: 2022
- Издательство: Psychological Institute of the Russian Academy of Education
- Местоположение издательства: Moscow
- Первая страница: 30
- Последняя страница: 48
- DOI: 10.11621/nicep.2022.0202
- Аннотация: Background. The effort to make students literate has guided many studies, in particular those concerning teacher training. A number of researchers note the importance of integration between teaching literacy and teaching sciences - especially in primary education. According to Developmental Instruction Theory, the content of learning is vital and, if revised and designed carefully, it may provide for deep conceptual knowledge. The introductory curriculum for natural science that we developed based on the Cultural-Historical and Activity approach is based on reconstructing the origins of concepts through supporting students’ own inquiry-based activity within a “technological” framework. Our educational module demands new skills from teachers, which they could not have acquired from common teacher training or from their own teaching experience in post-secondary school.Objective. As we aimed to provide sound support for teachers who will be teaching our module on natural sciences, the transmission of the Activity approach to teaching evolved into a research study. Design. In this paper we present a way to train teachers, according to which teachers participate from two vantage points simultaneously: that of a student and that of a curriculum designer. Working with our educational module demands transitions within the text-lab-task triad as the major context for treating special educational texts. Teachers have to identify connections between two transparent lines of the module’s content: the “technological” line, which presents the storyline and provides the meaningful framework, and the “conceptual” line: the evolution of modeling that provides for students’ comprehension. Teachers have the opportunity to conceive of the idea behind each course excerpt as part of the major conceptual development and as a support for mastering basic literacy skills. As we performed three cycles of our teacher training (12 participants in total), we collected discussion, feedback, teachers’ diagrams, etc., and analyzed them in their entirety. We used a text on iron production to illustrate our approach and the teachers’ progression.Results. Our experience in teacher training through examination of the origin of concepts in natural science results in a teacher’s ability to design the trajectory of students’ progress through the introductory curriculum. Teachers thus learn to plan and conduct their own sequence of lessons, which will scaffold students’ initiative, and to adjust the flow of the class discussion smoothly.Conclusion. The principles of the organization of the teachers’ learning activity that we outline show how teachers can implement and promote the Activity approach to primary science education.
- Добавил в систему: Хребтова Светлана Борисовна