Retooling Chinese primary school teachers to use technology creatively to promote innovation and problem solving skills in science classrooms


Autoria(s): Lee, Kar-Tin; Chalmers, Christina; Chandra, Vinesh; Yeh, Andy; Nason, Rodney A.
Data(s)

2014

Resumo

This paper reports on the initial phase of a Professional Learning Program (PLP) undertaken by 100 primary school teachers in China that aimed to facilitate the development of adaptive expertise in using technology to facilitate innovative science teaching and learning such as that envisaged by the Chinese Ministry of Education’s (2010-2020) education reforms. Key principles derived from literature about professional learning and scaffolding of learning informed the design of the PLP. The analysis of data revealed that the participants had made substantial progress towards the development of adaptive expertise. This was manifested not only by advances in the participants’ repertoires of Subject Matter Knowledge and Pedagogical Content Knowledge but also in changes to their levels of confidence and identities as teachers. By the end of the initial phase of the PLP, the participants had coalesced into a professional learning community that readily engaged in the sharing, peer review, reuse and adaption, and collaborative design of innovative science learning and assessment activities. The findings from the study indicate that those engaged in the development of PLPs for teachers in China need to take cognizance of certain cultural factors and traditions idiosyncratic to the Chinese educational system. A set of revised principles is then presented to inform the future design and implementation of PLPs for teachers in China.

Formato

application/pdf

Identificador

http://eprints.qut.edu.au/70866/

Publicador

Association for the Advancement of Computing in Education

Relação

http://eprints.qut.edu.au/70866/4/70866%28acc%29.pdf

http://www.editlib.org/p/41402/

Lee, Kar-Tin, Chalmers, Christina, Chandra, Vinesh, Yeh, Andy, & Nason, Rodney A. (2014) Retooling Chinese primary school teachers to use technology creatively to promote innovation and problem solving skills in science classrooms. Journal of Computers in Mathematics and Science Teaching, 33(2), pp. 181-208.

Direitos

Copyright 2014 Association for the Advancement of Computing in Education

Fonte

School of Curriculum; Faculty of Education

Palavras-Chave #130000 EDUCATION
Tipo

Journal Article