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

页码：347 / 359

页数：13

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