Compreendendo relações: Maximizando o impacto dos treinamentos na ciência.

Autores

  • Ruth Anderson LFACET Innovations
  • Sue Feldman Lewis and Clark College
  • Jim Minstrell FACET Innovations

DOI:

https://doi.org/10.14507/epaa.v22n54.2014

Palavras-chave:

treinamento, desenvolvimento profissional, educação científica.

Resumo

Há uma crescente evidência empírica de que os treinamentos podem ajudar os professores a transferir suas aprendizagem profissionais (por exemplo, novas estratégias) para a prática de sala de aula e treinamento promove uma maior colaboração e reflexão entre os professores. No entanto, a investigação sobre a eficácia de certos modelos de coaching e as razões subjacentes para a sua eficácia não estão suficientemente estudados. Porque o coaching funciona quando isso acontece? O que faz que esse treinamento não funcionei e como ele pode ser reparado? Nossos cinco anos de estudos utilizando métodos mistos de pesquisa sobre o treinamento na área de ciência em um distrito escolar respondeu a essas e outras perguntas. Dados de várias fontes (inquéritos, entrevistas, observações em sala de aula e registros de treinamento) confirmaram a forte correlação entre a melhoria da prática docente e o tempo que passam juntos treinador e professores (pelo menos 10 horas para professores do ensino fundamental e 20 secundária) como abordam o trabalho (focalizadamente contra enfoquei amplo); e, mais importante, a qualidade da relação profissional. Neste artigo, apresentamos os resultados preliminares de nossa análise para explicar como as relações podem ser importantes em coaching. Acreditamos que os resultados desta análise ajuda a compreender as interações em coaching para especificar o que contribui ou prejudica a sua produtividade. Estes resultados não só pode ajudar a informar as decisões sobre a concepção, implementação e manutenção contínua de programas de treinamento, mas também fornecer elementos para as considerações relacionadas à capacidade de organização, flexibilidade e capacidade de adaptação das escolas e sistemas escolares. 

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Biografia do Autor

Ruth Anderson, LFACET Innovations

Ruth Anderson, Ph.D., is an Education Researcher at FACET Innovations in Seattle, Washington.  Her professional experience includes fifteen years of classroom teaching (K-16), curriculum development, and program evaluation across academic disciplines. As a program evaluator on several large-scale STEM education projects, she has had ongoing interactions with educators and students at all levels and the opportunity to study a variety of learning environments, educational reform efforts and models of professional development. With a strong background in the humanities (languages, literature and linguistics) and more than a dozen years working in science education, she brings a unique perspective to her work on STEM projects. Her ongoing research interests range from classroom discourse, and diagnostic learning environments to collaborative learning and educational partnerships.

Sue Feldman, Lewis and Clark College

Dr. Sue Feldman, is Assistant Professor in the Graduate School of Lewis and Clark College, Portland Or. Sue combines her background in cognitive psychology and education leadership and policy to form an interdisciplinary research agenda exploring the intersection of learning-focused leadership, equity policy and organization.  Sue has worked as an education researcher with the Center for the Study of Teaching and Policy at the University of Washington, and as a research scientist with FACET Innovations, a learning sciences research group, in Seattle Washington, focused on how people learn science.  In addition to ten years of experience working in teacher education, Sue brings a wealth of school and district leadership experience to her research including ten years working in school improvement administration at the school, district, and regional levels. All of her work stems from a deep interest in learning and an abiding commitment to the promise of public education to equalize recognition and participation in generating democracy. In addition to working on the function of coaching in education, Sue is currently studying how school leaders enact locally-situated equity policy. 

Jim Minstrell, FACET Innovations

Jim Minstrell, Ph.D., is a Senior Research Scientist and co-founder of FACET Innovations, a Seattle-based research and development company focused on bridging research and classroom practice in STEM education. Jim spent 30 years teaching high school mathematics, physics and integrated science & mathematics and also maintained a  “parallel career” conducting classroom research. An award winning science teacher, Jim is well known in the science education community for his research of learners’ conceptual understandings of physics and the development of “Facets of student thinking” –a framework for interpreting, assessing and building on learner thinking.  In addition to conducting research, Jim works regularly with teachers, and teacher educators across the country.

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Publicado

2014-06-21

Como Citar

Anderson, R., Feldman, S., & Minstrell, J. (2014). Compreendendo relações: Maximizando o impacto dos treinamentos na ciência. Arquivos Analíticos De Políticas Educativas, 22, 54. https://doi.org/10.14507/epaa.v22n54.2014

Edição

v. 22 (2014)

Seção

Politics, Policies, and Practices of Coaching and Mentoring Programs