The Progression of Prospective Primary Teachers' Conceptions of the Methodology of Teaching

被引：28

作者：

Rivero, Ana ^{[2
]}

Azcarate, Pilar ^{[1
]}

Porlan, Rafael ^{[2
]}

Martin del Pozo, Rosa ^{[3
]}

Harres, Joao ^{[4
]}

机构：

[1] Univ Cadiz, Dept Didact, Fac Educ, Cadiz 11519, Spain

[2] Univ Seville, Dept Sci & Social Sci Educ, Seville 41005, Spain

[3] Univ Complutense, Dept Sci Educ, E-28040 Madrid, Spain

[4] Bairro Univ, Ctr Univ UNIVATES, BR-95900000 Lajeado, RS, Brazil

来源：

RESEARCH IN SCIENCE EDUCATION | 2011年 / 41卷 / 05期

关键词：

Teachers' conceptions; Pre-service teacher education; Professional development; Methodological strategies; Activities; Professional knowledge; PRIMARY SCIENCE; PRESERVICE TEACHERS; STUDENT-TEACHERS; EPISTEMOLOGICAL BELIEFS; TRANSFORMING SCIENCE; CLASSROOM PRACTICE; EDUCATION; REFLECTION; KNOWLEDGE; INQUIRY;

D O I：

10.1007/s11165-010-9188-z

中图分类号：

G40 [教育学];

学科分类号：

040101 ; 120403 ;

摘要：

This article describes the evolution of prospective primary teachers' conceptions of the methodology of teaching. Three categories were analyzed: the concept of activity, the organization of activities, and the concept of teaching resources. The study was conducted with five teams of prospective teachers, who were participating in teacher education courses of a constructivist orientation. The results showed very different itineraries in the processes of change, and the presence of two major obstacles-the belief that teaching is the direct cause of learning, and epistemological absolutism. The study allows us to deduce some implications for initial teacher education.

引用

页码：739 / 769

页数：31

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