Understanding pedagogical design capacity through teachers' narratives

被引：54

作者：

Davis, Elizabeth A. ^{[1
]}

Beyer, Carrie ^{[1
]}

Forbes, Cory T. ^{[2
]}

Stevens, Shawn ^{[1
]}

机构：

[1] Univ Michigan, Sch Educ, Ann Arbor, MI 48109 USA

[2] Univ Iowa, Coll Educ, Lindquist Ctr N252, Iowa City, IA 52242 USA

来源：

TEACHING AND TEACHER EDUCATION | 2011年 / 27卷 / 04期

基金：

美国国家科学基金会;

关键词：

Elementary school teachers; Elementary science; Curriculum materials; Educative curriculum materials; CURRICULUM MATERIALS; SCIENCE CURRICULUM; ELEMENTARY; KNOWLEDGE; EDUCATION; BELIEFS; IMPLEMENTATION; CHALLENGES; IDENTITY; STORIES;

D O I：

10.1016/j.tate.2011.01.005

中图分类号：

G40 [教育学];

学科分类号：

040101 ; 120403 ;

摘要：

Teachers need to develop the ability to adapt curriculum materials. Two elementary teachers. Maggie and Catie, were asked to write narratives about their use of and changes to particular reform-oriented science lesson plans. Maggie drew on her knowledge of and experiences with students, as well as other knowledge, experiences, and resources, to make productive changes to account for her students' prior knowledge and abilities. Catie based her curricular adaptations on her learning goals but these were not aligned with the learning goals of the curriculum materials. The paper discusses implications for teacher education, professional development, and educative curriculum materials. (C) 2011 Elsevier Ltd. All rights reserved.

引用

页码：797 / 810

页数：14

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