ABSTRACT

We present teacher–researcher partnership (TRP) as a way of fostering teachers’ professional learning. Teachers’ participation as research group members is an essential aspect of the partnership. Teachers and researchers share the same goal, which is to improve their understanding of and enhance students’ engagement in science. Project-based learning (PBL) was selected as a means of enhancing student engagement. The activities of the partnership focused on the co-design and enactment of and co-reflection on PBL units. Teachers participated in the design of the data collection process and the interpretation of initial findings. As an indicator of teachers’ professional learning, we examined students’ engagement during different implementations of the PBL units. Student engagement was measured using a situational experience sampling questionnaire delivered via mobile phones. The students’ experiences of scientific practices and engagement in actual learning situations were measured in the first and second years of the teachers’ implementation of the teaching units. An analysis of the students’ responses showed that the students were 20% more engaged in the second year than in the first year. We argue that TRP has the potential to enhance teachers’ professional learning.

摘要

我们将教师-研究人员伙伴关系 (TRP) 作为促进教师专业学习的一种方式。教师作为研究小组成员的参与是伙伴关系的一个重要方面。教师和研究人员的共同目标是提高他们对科学的理解并增强学生对科学的参与。选择基于项目的学习 (PBL) 作为提高学生参与度的手段。伙伴关系的活动侧重于 PBL 单元的共同设计、制定和共同反思。教师参与了数据收集过程的设计和初步调查结果的解释。作为教师专业学习的指标，我们检查了学生在 PBL 单元的不同实施过程中的参与度。使用通过手机提供的情景体验抽样问卷来衡量学生的参与度。在教师实施教学单元的第一年和第二年衡量学生的科学实践经验和参与实际学习情况。对学生反应的分析表明，学生在第二年的参与度比第一年高 20%。我们认为 TRP 有可能增强教师的专业学习。对学生反应的分析表明，学生在第二年的参与度比第一年高 20%。我们认为 TRP 有可能增强教师的专业学习。对学生反应的分析表明，学生在第二年的参与度比第一年高 20%。我们认为 TRP 有可能增强教师的专业学习。