小学教育中教师学习课堂社会学与社会正义

IF 4.3 Q1 EDUCATION & EDUCATIONAL RESEARCH Journal of Teaching and Learning Pub Date : 2023-06-16 DOI:10.22329/jtl.v17i1.7172
Büşra Tombak İlhan, Bülent Alcı, Dilek Güven-Hastürk
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引用次数: 0

摘要

课堂社会学是一门强大的学科,它帮助学生培养认同感,取得成功,体验幸福,同时在课堂上建立一个强大的社区。能够看穿表象,了解课堂社会学的教师能够为学习者创造更好、更公正的学习环境,尤其是在小学教育中。本研究的重点是提高教师的课堂社会学和社会正义意识。研究人员为小学教师设计了一个为期四周的在职社会学课程。该项目旨在提高教师在课堂社会学和社会正义方面的意识和行为。本研究以12名小学教师为研究对象,采用在职计划干预进行研究。数据收集自课堂观察、教师民族志笔记、参与者评价和课堂观察。最初,参与者更关注学习成绩和教学惯例,而在很大程度上忽略了课堂的社会背景。在研究结束时,教师参与者对课堂社会学和社会正义的意识有所提高,他们对学生的态度和教学方法都发生了积极的变化。
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Teachers Learning Classroom Sociology and Social Justice in Primary Education
Classroom sociology is a powerful discipline that helps students develop a sense of identity, achieve success, and experience well-being while building a strong community in the classroom. Teachers who can see beneath the surface and are aware of classroom sociology create a better and more just learning environment for learners, especially in primary education. This study focuses on improving teachers’ classroom sociology and social justice awareness. Researchers designed a four-week in-service classroom sociology program for primary school teachers. The program aimed to improve the teachers’ awareness and behaviours in terms of classroom sociology and social justice. This applied research was conducted using an in-service program intervention with 12 primary school teacher participants. Data was collected from in-class observations, teacher ethnography notes, participant evaluations, and classroom observations. Initially, participants were more focused on academic performance and teaching routines and largely ignored the social context of the classroom. At the end of the study, teacher participants’ awareness of classroom sociology and social justice increased, and both their attitudes towards their students and their teaching methods changed in a positive manner.
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来源期刊
Journal of Teaching and Learning
Journal of Teaching and Learning EDUCATION & EDUCATIONAL RESEARCH-
CiteScore
1.80
自引率
2.20%
发文量
18
期刊最新文献
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