Pre-service Teachers' Views of Inquiry Teaching and Their Responses to Teacher Educators' Feedback on Teaching Practice

被引：7
|
作者：
Yoon, Hye-Gyoung [1 ]
Kim, Mijung [2 ]
Kim, Byoung Sug [3 ]
Joung, Yong Jae [4 ]
Park, Young Shin [5 ]
机构：
[1] Chuncheon Natl Univ Educ, Chunchon, South Korea
[2] Univ Victoria, Victoria, BC V8W 2Y2, Canada
[3] Roosevelt Univ, Chicago, IL USA
[4] Gongju Natl Univ Educ, Gongju, South Korea
[5] Chosun Univ, Kwangju, South Korea
来源：
EURASIA JOURNAL OF MATHEMATICS SCIENCE AND TECHNOLOGY EDUCATION | 2013年 / 9卷 / 04期
关键词：
Pre-service teachers; reflective discussion; inquiry teaching; peer teaching; teacher educator's feedback; SECONDARY SCIENCE TEACHERS; AUTHENTIC INQUIRY; BELIEFS; SCHOOL; SCAFFOLDS; COMMUNITY; STUDENTS;
D O I：
10.12973/eurasia.2013.944a
中图分类号：
G40 [教育学];
学科分类号：
040101 ; 120403 ;
摘要：
This study attempted to explore 15 Korean elementary pre-service teachers' views of inquiry teaching. During a science teaching methods course, pre-service teachers implemented a peer teaching lesson, had a group discussion to reflect on five teacher educators' comments on their first peer teaching practice, and revised and re-taught the lesson as a second peer teaching practice. The results indicate that pre-service teachers changed their views of inquiry teaching from following the process of inquiry or a completely unstructured discovery approach to facilitating students' inquiry learning with instructional guidance. The importance of reflective group discussion and re-teaching a lesson is discussed.
引用
收藏
页码：347 / 359
页数：13
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