P. Bishop, John M. Downes, Steven Netcoh, Katy Farber, Jessica DeMink-Carthew, T. Brown, Rachel Mark
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引用次数: 8
Abstract
As school districts, major cities, and entire states in the United States adopt personalized learning as a reform strategy focused on the co-construction of learning opportunities between teachers and students, educators face shifting roles. This study examined the roles of teachers in personalized learning environments within a policy context of statewide legislation of personalized learning plans, flexible educational pathways, and proficiency-based assessment. The study used data from interviews with a purposefully selected group of 20 elementary and middle school teachers from 11 schools. Findings revealed teachers’ perceptions of their roles as (a) empowerers, (b) scouts, (c) scaffolders, and (d) assessors, as well as associated strategies within each role that participants perceived to be constructive. The use of role theory illuminated the potential for intrarole conflict and role strain between and among these roles along with the cultural dimensions of the shift to personalized learning.
期刊介绍:
The Elementary School Journal has served researchers, teacher educators, and practitioners in the elementary and middle school education for over one hundred years. ESJ publishes peer-reviewed articles dealing with both education theory and research and their implications for teaching practice. In addition, ESJ presents articles that relate the latest research in child development, cognitive psychology, and sociology to school learning and teaching. ESJ prefers to publish original studies that contain data about school and classroom processes in elementary or middle schools while occasionally publishing integrative research reviews and in-depth conceptual analyses of schooling.