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On the periphery of university physics: trainee physics teachers’ experiences of learning undergraduate physics
European Journal of Physics ( IF 0.7 ) Pub Date : 2021-07-19 , DOI: 10.1088/1361-6404/ac0e1e
Johanna Larsson 1 , John Airey 1, 2
Affiliation  

High school physics teachers have a difficult job to do. On the one hand, they are charged with contributing to the creation of a scientifically literate society, while on the other they play a pivotal role in the recruitment of future physicists. Given the importance of this dual role, one might expect that the training of future physics teachers would be a priority for any physics department. However, research suggests that this is often not the case. While concerns have been raised about future physics teachers’ understanding of physics content, less work has focussed on the sociocultural experiences of the learning environments trainees meet when learning undergraduate physics. This case study examines how a sample of trainee physics teachers perceive learning undergraduate physics content together with engineering and physics bachelor students in a large, high-status, research-oriented physics department. The findings aim to be of interest to physics lecturers when examining their own practice. We interviewed 17 trainee physics teachers about their experiences of learning undergraduate physics, how they perceived the relevance of their physics courses for their future role as teachers, and how this affected their physics learning. Here, we identified four central themes of the students’ experiences: (1) teacher programme invisibility, (2) passive classroom culture, (3) perceived relevance of physics courses, and (4) no incentive to do well in physics. We discuss how this study illustrates the potential struggles trainee physics teachers may encounter when learning undergraduate physics. We also suggest how our findings may be used to inform the practice of university physics lecturers who come in contact with trainee physics teachers, and comment on the structure and organization of physics teacher education as a whole.



中文翻译:

大学物理的外围:实习物理教师的本科物理学习心得

高中物理教师的工作很艰巨。一方面,他们负责为建立科学素养社会做出贡献,另一方面,他们在招募未来物理学家方面发挥着关键作用。鉴于这种双重角色的重要性,人们可能会期望培养未来的物理教师将成为任何物理系的优先事项。然而,研究表明,情况往往并非如此。虽然人们担心未来的物理教师对物理内容的理解,但很少有工作关注学员在学习本科物理时遇到的学习环境的社会文化体验。本案例研究调查了受训物理教师样本如何与工程和物理学士学位的学生一起在大型、高地位、研究型物理系中感知学习本科物理内容。这些发现旨在让物理讲师在检查自己的实践时感兴趣。我们采访了 17 位实习物理教师,了解他们学习本科物理的经历,他们如何看待物理课程与他们未来教师角色的相关性,以及这如何影响他们的物理学习。在这里,我们确定了学生体验的四个中心主题:(1)教师课程的隐形,(2)被动的课堂文化,(3)物理课程的感知相关性,以及(4)没有动力去做好物理。我们讨论了这项研究如何说明实习物理教师在学习本科物理时可能遇到的潜在困难。我们还建议如何将我们的发现用于为与实习物理教师接触的大学物理讲师的实践提供信息,并对物理教师教育的整体结构和组织进行评论。

更新日期:2021-07-19
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