Lammert Catherine, Hand Brian, Suh Jee Kyung, Fulmer Gavin
Department of Teacher Education, Texas Tech University, 3002 18th St, #351, Lubbock, TX 79409 USA.
Department of Teaching and Learning, University of Iowa, N297 Lindquist Center, Iowa City, IA 52242 USA.
Discip Interdscip Sci Educ Res. 2022;4(1):12. doi: 10.1186/s43031-022-00052-3. Epub 2022 Apr 5.
This special edition is based on the revelation that "the lessons learned and unlearned during COVID-19 grant us an unparalleled opportunity to reflect." Here, we reflect on lessons learned related to teacher adaptiveness. We examined how the COVID-19 pandemic demonstrated the adaptiveness necessary for teachers to knowledge generation approaches aligned with the Next Generation Science Standards. First, we outline a three-year professional development program focused on knowledge generation approaches. We present findings from teachers' experiences teaching science from 2019 to 2021, collected through consecutive form explanatory mixed-methods analysis involving written responses to vignettes ( = 474) and classroom observations ( = 58). Then, using an individual teacher case study, we explore how the shift to virtual teaching was supported by adaptiveness. Results suggest a significant relationship between teacher adaptiveness and the use of knowledge generation approaches. We conclude with implications for elementary science teacher professional development and present questions for further research on adaptiveness.
The online version contains supplementary material available at 10.1186/s43031-022-00052-3.
本特刊基于这样一个启示：“在新冠疫情期间学到和未学到的经验教训，为我们提供了一个无与伦比的反思机会。”在此，我们反思与教师适应性相关的经验教训。我们研究了新冠疫情如何展现了教师对于与《下一代科学标准》相一致的知识生成方法所必需的适应性。首先，我们概述了一个为期三年的专注于知识生成方法的专业发展项目。我们展示了从2019年到2021年教师科学教学经验的研究结果，这些结果是通过连续的形式解释性混合方法分析收集的，包括对小案例的书面回复（n = 474）和课堂观察（n = 58）。然后，通过一个个案教师研究，我们探讨了适应性如何支持向虚拟教学的转变。结果表明教师适应性与知识生成方法的使用之间存在显著关系。我们最后提出了对小学科学教师专业发展的启示，并提出了关于适应性的进一步研究问题。
网络版包含可在10.1186/s43031-022-00052-3获取的补充材料。
