Topic outline

  •      本课程面向教师教育学硕士和博士研究生的一门课程,聚焦K-12阶段STEM(Science, Technology, Engineering, and Math)教师的专业发展,尤其以在职(in-service)教师为主。主要研读国际顶级期刊《Teaching and Teacher Education》、《Computers & Education》、《International Journal of STEM Education》、《British Journal of Educational Technology》、《Educational Technology Research and Development》等发表的相关最新文章。本课程以教师讲解与学生研读相结合的方式开展,每周一篇教师专业发展的研究文献,共计18篇。

  • 单元1 准实验研究

    1. 重复测量法:Kong, S. C. , Lai, M. , & Sun, D. . (2020). Teacher development in computational thinking: design and learning outcomes of programming concepts, practices and pedagogyComputers & Education, 151, 103872.
    2. * 混合研究(定量+定性):Chen,Y., & Cao, L. (2022).Promoting maker-centred instruction through virtual professional development activities for K-12 teachers in low-income rural areas. British Journal of Educational Technology.
    3. * 混合研究(问卷+访谈):Chen, Y., Cao, L., Guo, L., & Cheng,J.M. (2022). Driving is believing: Using telepresence robots to access makerspace for teachers in rural areas. British Journal of Educational Technology,
    4. 前后测准实验研究:Kong, S. & Lai, M. (2022). Effects of a teacher development program on teachers' knowledge and collaborative engagement, and students' achievement in computational thinking conceptsBritish Journal of Educational Technology,
    5. 混合研究:Bergström, P. et al. (2021). Who's got the power? Unpacking three typologies of teacher practice in one-to-one computing classrooms in Finland. Computers & Education
    6. * 混合研究:Mouza, C., Codding,  D. M., & Pollock, L. (2022). Investigating the impact of research-based professional development on teacher learning and classroom practice: Findings from computer science education. Computers & Education,
    7. *混合研究(PLS-SEM):Ung, L-L. et al. (2022). Computational thinking for teachers: Development of a localised E-learning system. Computers & Education,177.
  • 单元2 调查研究

    1. 调查与访谈:An, Y., Kaplan-Rakowski, R., Yang, J. et al. (2021). Examining K-12 teachers’ feelings, experiences, and perspectives regarding online teaching during the early stage of the COVID-19 pandemic. Education Tech Research Dev, 69, 2589–2613.
    2. 结构方程模型: Lai, C. , & Jin, T. . (2021). Teacher professional identity and the nature of technology integrationComputers & Education,175,(5) 2021.104314
    3. * 结构方程模型:Dong, Y. et al. (2020). Understanding intrinsic challenges to STEM instructional practices for Chinese teachers based on their beliefs and knowledge base. International Journal of STEM Education, 7(1)
    4.  问卷调查(多层模型分析):Li, C. , Antonenko, P. D. , Ritzhaupt, A. D. , & Dawson, K. , et al. (2020). Exploring the influence of teachers' beliefs and 3d printing integrated stem instruction on students' stem motivation. Computers & Education, 158.
  • 单元3 质性研究

    1. 个案研究法(教师、学生半结构化访谈):Ds, A. , & Cc, B. . (2021). Teacher agency and learner agency in teaching and learning a new school subject, leaving certificate computer science, in ireland: considerations for teacher education. Computers & Education,174.
    2. * 访谈法(半结构访谈+焦点小组访谈)Affouneh S, Salha S, Burgos D, et al.(2020). Factors that foster and deter STEM professional development among teachers. Science Education,104:857–872.
    3. * 叙事探究法(三年个案研究):Jiang, H., Wang, K., Wang, X. et al.(2021) Understanding a STEM teacher’s emotions and professional identities: a three-year longitudinal case study. International Journal of STEM Education, 8, 51.
    4. 个案研究法:Gao, S. et al. (2021). Mapping and reflecting on integration of the components of pedagogical content knowledge (PCK) for teaching natural selection: A case study of an experienced middle-school science teacher. Teaching and Teacher Education,107
    5. (视频录像、质性访谈):Kim, C., Vasconcelos, L., Belland, B.R. et al. (2022). Debugging behaviors of early childhood teacher candidates with or without scaffolding. International Journal of Educational Technology in Higher Education, 19.
  • 拓展阅读

    1. * 系统性文献综述:Philipsen, B. , Tondeur, J. , Pareja Roblin, N. , Vanslambrouck, S. , & Zhu, C. . (2019). Improving teacher professional development for online and blended learning: a systematic meta-aggregative review. Educational Technology Research & Development, 67.
    2. * 元分析(准实验与实验研究):Mork, S. Y. & Staub, F.C. (2021). Does coaching, mentoring, and supervision matter for pre-service teachers’ planning skills and clarity of instruction? A meta-analysis of (quasi-)experimental studiesTeaching and Teacher Education,107.
    3. 基于设计的研究:Gamrat, C., Zimmerman, H.T.(2021).  Digital badging systems as a set of cultural tools for personalized professional development. Education Tech Research Dev ,69, 2615–2636.
    4. 前后测控制组准实验研究:Lachner, A. et al. (2021). Fostering pre-service teachers' technological pedagogical content knowledge (TPACK): A quasi-experimental field studyComputers & Education,174.
    5. 混合研究法: Elkomy,M. M.,& Elkhaial,N.H. (2022). The lesson study approach to professional development: Promoting teachers' peer mentoring and communities of practice and students'learning in Egypt.Teaching and Teacher Education,109.