将政策、实践和专业学习联系起来:一个案例研究

IF 2.7 3区 教育学 Q1 EDUCATION & EDUCATIONAL RESEARCH Educational Research Pub Date : 2023-10-16 DOI:10.1080/00131881.2023.2264317
M Akshir Ab Kadir
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引用次数: 0

摘要

摘要背景向以能力为基础的课程的普遍转变意味着,在相当长的一段时间内,包括批判性思维在内的技能已经成为国际教育政策改革的核心考虑因素。然而,在政策层面上发生的事情只是变化的一个方面:在课堂层面上深入了解新课程在实践中是如何处理和解释的,这是至关重要的。本研究旨在探讨在批判性思维政策的背景下,政策、实践和专业学习之间的联系。目的是调查教师的观点,以解决以下研究问题:教师对批判性思维的看法和知识基础是什么?教师如何以及在多大程度上将批判性思维融入课堂实践?方法采用集体个案研究法。参与者是新加坡的6名教师(3名初任教师和3名有经验的教师)。数据收集包括教师访谈、课堂观察和学生作业的收集。对数据进行定性分析。通过对数据的深入分析,出现了四个主要主题,这些主题描述了教师对与政策背景相关的批判性思维的看法、知识和课堂实践:(i)教师知识的差距;(二)塑造教师知识的语境因素;(三)教师知识塑造实践;(四)情境因素塑造实践。本研究从教师的角度深入了解了政策、教师实践和专业学习之间的联系,并指出了可能阻碍和促进制定批判性思维政策的系统性和情境性因素。更广泛地说,它加深了对可能影响课堂层面政策制定的因素的理解,突出了教师知识在影响教育变革方面发挥的关键作用。关键词:教育政策批判性思维教师知识教师学习课堂实践政策制定披露声明作者未报告潜在利益冲突。
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Connecting policy, practice and professional learning: a case study
ABSTRACTBackground A general shift towards competency-based curricula has meant that, for quite some time, skills including critical thinking have been central considerations in educational policy reform internationally. However, what happens at the policy level is only one aspect of change: gaining a deep understanding of how new curricula are approached and interpreted in practice, at the classroom level, is crucial.Purpose This study sought to explore connections between policy, practice and professional learning in the context of a critical thinking policy. The aim was to investigate teachers’ perspectives to address the following research questions: What are teachers’ perceptions and knowledge base of critical thinking? And how, and to what extent, do teachers incorporate critical thinking into their classroom practices?Methods The study employed a collective case study approach. Participants were a sample of six teachers (three beginning and three experienced teachers) in Singapore. Data collection involved teacher interviews, lesson observations and the gathering of students’ work. The data were analysed qualitatively.Findings Through in-depth analysis of data, four major themes emerged, which characterised the teachers’ perceptions, knowledge and classroom practices of critical thinking in relation to the policy context: (i) gaps in teacher knowledge; (ii) contextual factors shaping teacher knowledge; (iii) teacher knowledge shaping practice; and (iv) contextual factors shaping practice.Conclusions This study offers, from the perspectives of teachers, insight into the connections between policy, teacher practice and professional learning, and points to systemic and contextual factors that can represent barriers and enablers to the enactment of a critical thinking policy. More broadly, it deepens the understanding of factors that may shape policy enactment at the classroom level, highlighting the crucial role played by teacher knowledge in effecting educational change.KEYWORDS: educational policycritical thinkingteacher knowledgeteacher learningclassroom practicepolicy enactment Disclosure statementNo potential conflict of interest was reported by the author.
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来源期刊
Educational Research
Educational Research EDUCATION & EDUCATIONAL RESEARCH-
CiteScore
4.00
自引率
2.90%
发文量
0
期刊介绍: Educational Research, the journal of the National Foundation for Educational Research (NFER), was established in 1958. Drawing upon research projects in universities and research centres worldwide, it is the leading international forum for informed thinking on issues of contemporary concern in education. The journal is of interest to academics, researchers and those people concerned with mediating research findings to policy makers and practitioners. Educational Research has a broad scope and contains research studies, reviews of research, discussion pieces, short reports and book reviews in all areas of the education field.
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