Teacher Roles in Personalized Learning Environments

IF 1.2 4区 教育学 Q2 EDUCATION & EDUCATIONAL RESEARCH Elementary School Journal Pub Date : 2020-10-14 DOI:10.1086/711079
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.
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个性化学习环境中的教师角色
随着美国学区、主要城市和整个州将个性化学习作为一项改革战略,重点关注师生之间的学习机会共建,教育工作者面临着角色的转变。本研究在全州个性化学习计划立法、灵活的教育途径和基于能力的评估的政策背景下,考察了教师在个性化学习环境中的作用。这项研究使用了来自11所学校的20名中小学教师的访谈数据。研究结果揭示了教师对他们作为(a)开发人员、(b)侦察员、(c)架子工和(d)评估员的角色的看法,以及参与者认为具有建设性的每个角色中的相关策略。角色理论的使用揭示了这些角色之间角色内部冲突和角色紧张的可能性,以及向个性化学习转变的文化层面。
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来源期刊
Elementary School Journal
Elementary School Journal EDUCATION & EDUCATIONAL RESEARCH-
CiteScore
2.60
自引率
5.90%
发文量
31
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.
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