- Are Assessment, Certification and Licensure the Path to Excellent Science Teaching?
- The Role of Assessment in Defining Excellence in Science Teaching
|題名||Are Assessment, Certification and Licensure the Path to Excellent Science Teaching?:評測、檢定與證照是通往優良科學教學的途徑嗎？|
|期刊||Proceedings of the National Science Council : Part D, Mathematics, Science, and Technology Education|
|關鍵詞||評測; 檢定; 證照; 科學教學; Inquiry; Standards; Teacher education; Teacher learning; Teacher assessment; Educational reform;|
|英文摘要||The issue before us is how we can reach the goal of quality science teaching at all levels in our schools. Within different societies and cultures, different assumptions may be made about how to achieve quality science teaching, but the assumption that quality preservice science teacher education is the answer is not at all unusual. Aspects of this outlook are challenged in this paper. A case is made that the following six assumptions should be rejected or held only in a qualified manner: (1)quality preservice education is the answer to quality science teaching, (2)a process of assessment of teacher proficiency has great potential for enhancing science teaching, (3)good teachers can be selected on the basis of certain personal characteristics, (4)a licensure process applied at the time of initial entry into the profession can produce quality science teaching, (5)significant improvements in education of necessity must be initiated from the ?utside?or be imposed from the top- down, and (6)we know what we want in terms of quality science teaching and are able to define it in operational terms. Three guidelines are suggested for initial science teacher education that both are in keeping with this stance on the above assumptions and have promise for fostering quality science teacher education: (1)focus on long-term goals and the resulting need for a reconceptualization of teacher education, (2)build close connections to actual experiences in classrooms, and (3)define preservice science teacher education in accordance with valid professional standards. The following characteristics of educational standards must be recongnized if they are to be used to achieve the desired results: (1)statements of standards are political documents, (2)inquiry is an important focal point of quality science standards, (3)quality teaching and learning must be defined in operational terms, (4)quality science standards assume substantial science background on the part of teachers, and (5)quality standards must attend to connections with many arenas of understanding. Essential working rules or guidelines for a successful career-long process of teacher learning and development include: (1)recognize teacher beliefs and values as critical variables, (2)treat teacher collaboration within the school context as essential, (3)approach the changing of teacher and student roles in tandem, (4)address new student roles and new forms of student work together, (5)focus on how students think about subject matter, (6)make teacher learning a major ingredient in all curriculum development and program changes, (7)use the introduction of new, quality curriculum programs as a vehicle for improving the quality of teaching, (8)have administrators create a context for collaboration in teacher learning, and (9)support inservice education and program change as a vehicle for teacher change.|