Scrum methodology is a novel framework for teaching intended to scaffold students' learning process when they work on complex, real-world tasks. It is originally a project management framework frequently used in business and industry to manage projects. Scrum methodology is increasingly used in educational contexts. Yet, it is also a rather complex framework and more insight in how teachers understand and implement Scrum methodology is needed. Twelve teachers attended a professional development program and simultaneously implemented Scrum methodology in their chemistry lessons. Teachers' didactical expertise and pedagogical expertise appeared to play a key role during the implementation process, whereas teachers' subject matter expertise, and other factors such as teaching context, teaching experience and personal biography seemed to be less important. Didactical and pedagogical expertise enhances teaching with Scrum: it supports the implementation as well as increases its effectiveness, independently of teaching context, experience and personal biography. This would mean Scrum methodology offers possibilities for teachers to enhance and enrich their teaching practice.

中文翻译：

---

中学化学教育中 Scrum 方法论的教师视角


Scrum 方法是一种新颖的教学框架，旨在支持学生在处理复杂的现实世界任务时的学习过程。它最初是商业和工业中经常使用的用于管理项目的项目管理框架。 Scrum 方法越来越多地用于教育环境。然而，它也是一个相当复杂的框架，需要对教师如何理解和实施 Scrum 方法有更多的了解。 12 名教师参加了专业发展计划，并同时在化学课中实施了 Scrum 方法。教师的教学专业知识和教学专业知识似乎在实施过程中发挥了关键作用，而教师的学科专业知识以及教学背景、教学经验和个人传记等其他因素似乎不太重要。教学和教学专业知识可增强 Scrum 教学：它支持实施并提高其有效性，独立于教学背景、经验和个人传记。这意味着 Scrum 方法为教师增强和丰富他们的教学实践提供了可能性。