Rethinking Technology-Enhanced Physics Teacher Education: From Theory to Practice

被引：9
作者：
Milner-Bolotin M. [1 ]
机构：
[1] Department of Curriculum and Pedagogy, The University of British Columbia, Vancouver, BC
来源：
Canadian Journal of Science, Mathematics and Technology Education | 2016年 / 16卷 / 3期
关键词：
D O I：
10.1080/14926156.2015.1119334
中图分类号：
学科分类号：
摘要：
This article discusses how modern technology, such as electronic response systems, PeerWise system, data collection and analysis tools, computer simulations, and modeling software can be used in physics methods courses to promote teacher-candidates' professional competencies and their positive attitudes about mathematics and science education. We show how modeling technology-enhanced deliberate pedagogical thinking in physics methods courses can improve teacher-candidates' subject-specific pedagogical knowledge and their positive attitudes about science learning. We also discuss potential challenges that must be addressed in order to help teacher-candidates successfully implement these pedagogies during the practicum and in their early years of teaching. © 2016 Ontario Institute for Studies in Education of the University of Toronto.
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收藏
页码：284 / 295
页数：11
相关论文
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