A microgenetic analysis of teachers’ learning through teaching

IF 5.6 1区 教育学 Q1 EDUCATION & EDUCATIONAL RESEARCH International Journal of Stem Education Pub Date : 2024-07-08 DOI:10.1186/s40594-024-00488-1
Yasemin Copur-Gencturk, Sebnem Atabas
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Abstract

What and how teachers learn through teaching without external guidance has long been of interest to researchers. Yet limited research has been conducted to investigate how learning through teaching occurs. The microgenetic approach (Siegler and Crowley, American Psychologist 46:606–620, 1991) has been useful in identifying the process of student learning. Using this approach, we investigated the development of teacher knowledge through teaching as well as which factors hinder or promote such development. Our findings suggest that teachers developed various components of teacher knowledge through teaching without external professional guidance. Further, we found that the extent to which teachers gained content-free or content-specific knowledge through teaching depended on their robust understanding of the concept being taught (i.e., content knowledge), the cognitive demand of the tasks used in teaching, and the lesson structure chosen (i.e., student centered vs. teacher centered). In this study, we explored teacher learning through teaching and identified the sources leading to such learning. Our findings underscore the importance of teachers’ robust understanding of the content being taught, the tasks used in teaching, and a lesson structure that promotes teachers’ learning through teaching on their own.
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教师通过教学学习的微观遗传分析
长期以来,研究人员一直对教师在没有外部指导的情况下通过教学学习什么以及如何学习感兴趣。然而,对如何通过教学进行学习的研究却十分有限。微观遗传学方法(Siegler 和 Crowley,《美国心理学家》46:606-620,1991 年)有助于确定学生的学习过程。利用这种方法,我们调查了教师通过教学发展知识的情况,以及哪些因素阻碍或促进了这种发展。我们的研究结果表明,教师在没有外部专业指导的情况下,通过教学发展了教师知识的各个组成部分。此外,我们还发现,教师通过教学获得无内容知识或特定内容知识的程度取决于他们对所教概念的深刻理解(即内容知识)、教学任务的认知要求以及所选择的课程结构(即以学生为中心还是以教师为中心)。在本研究中,我们探讨了教师通过教学进行学习的情况,并确定了导致这种学习的源头。我们的研究结果表明,教师对所教内容的深刻理解、教学任务以及促进教师通过自主教学进行学习的课程结构都非常重要。
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来源期刊
International Journal of Stem Education
International Journal of Stem Education Social Sciences-Education
CiteScore
12.40
自引率
11.90%
发文量
68
审稿时长
13 weeks
期刊介绍: The International Journal of STEM Education is a multidisciplinary journal in subject-content education that focuses on the study of teaching and learning in science, technology, engineering, and mathematics (STEM). It is being established as a brand new, forward looking journal in the field of education. As a peer-reviewed journal, it is positioned to promote research and educational development in the rapidly evolving field of STEM education around the world.
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