ABSTRACT

This article focuses on the attitude of practicing teachers toward teaching science and technology (S&T). It reports the results of a study conducted with 110 late-elementary school teachers in order to assess their attitude at the end of a particular training intervention. The intervention was based on pairing teachers with pre-university science students (aged 17–19). In the experimental group, all 42 teachers were accompanied by a pre-university student in their classroom to conduct activities on topics included in the intervention. We used a mixed-method approach, combining pretest, posttest, and interviews. The interaction effect of factorial ANOVAs was significant for the subconstructs of self-efficacy, context-dependency, and behavioral intention to teach specific S&T concepts. The interviews suggest that the presence of pre-university students in the classroom had a beneficial effect on teachers’ attitude.

摘要

本文重点讨论实践教师对教学科学与技术（S&T）的态度。它报告了对 110 名小学晚期教师进行的研究结果，以评估他们在特定培训干预结束时的态度。该干预基于将教师与大学预科学生（17-19 岁）配对。在实验组中，所有 42 名教师都由一名大学预科生陪同在他们的课堂上，针对干预中包含的主题开展活动。我们使用混合方法，结合前测、后测和面试。因子方差分析的交互作用对于教授特定科技概念的自我效能、情境依赖和行为意图的子结构具有显着意义。