在物理教师专业发展中通过建立舒适感来应对社会情感风险:案例研究

IF 3.6 1区 教育学 Q1 EDUCATION & EDUCATIONAL RESEARCH Journal of Research in Science Teaching Pub Date : 2024-05-03 DOI:10.1002/tea.21949
Maggie S. Mahmood, Hamideh Talafian, Devyn Shafer, Eric Kuo, Morten Lundsgaard, Tim Stelzer
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引用次数: 0

摘要

在教师专业发展(PD)中,将具有不同经验水平的教师组合在一起,可以有效地促进内容和教学知识的交流与共同生成。然而,经验不足的教师在与经验丰富的同事共同参与科学内容推理任务时,可能会面临社会情感风险,这些风险可能会影响双方的合作体验和教师专业发展的学习环境。本探索性案例研究探讨了一位资深物理教师和一位职前物理教师在讨论物理内容的过程中如何有效地驾驭社会情感风险和人际关系紧张。我们使用一个术语 "建立舒适感"(comfort-building)来概括那些能增加参与者舒适感和安全感的话语行动。舒适感的建立包括旨在降低社会风险、缓解紧张和避免不适的举动,以及旨在寻找共同点和共同应对挑战的举动。这些举措可以为教师开辟对话空间,让他们更自信地面对与物理内容知识相关的风险,更深入地参与基于学科的对话。在介绍案例之后,我们进行了视频激励的个别访谈,以确定教师们是如何有意识地将他们的参与与明确的风险和舒适联系起来的。本案例研究强调了在继续研究和促进科学教师专业发展过程中需要考虑的情感维度,特别是那些将具有不同背景和技能的教师聚集在一起的项目。
本文章由计算机程序翻译,如有差异,请以英文原文为准。

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Navigating socio-emotional risk through comfort-building in physics teacher professional development: A case study

In teacher professional development (PD), grouping teachers with varying levels of experience can be a productive and empowering way to stimulate the exchange and co-generation of content and pedagogical knowledge. However, less experienced teachers can face socio-emotional risks when engaging in collaborative science content reasoning tasks with more experienced colleagues, and these risks may impact the collaborative experience of both parties and the learning environment in teacher PD. This exploratory case study examines the process of productively navigating socio-emotional risks and interpersonal tensions encountered by a veteran and pre-service physics teacher during one episode of discussing physics content. We use a single term, comfort-building, to encapsulate discursive moves that result in increased feelings of comfort and safety by the participants. Comfort-building includes moves that serve to mitigate social risk, ease tension, and avoid discomfort, as well as those geared toward finding common ground and co-navigating challenges. These moves can carve out conversational space for teachers to more confidently face risks associated with being accountable to the physics content knowledge and engage in discipline-based conversations more deeply. The presented case was followed by video-stimulated individual interviews to determine how consciously the teachers connected their participation to explicit risk and comfort. This case study highlights an affective dimension for consideration in the continued study and facilitation of science teacher PD, especially programs that bring together teachers with a variety of backgrounds and skill sets.

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来源期刊
Journal of Research in Science Teaching
Journal of Research in Science Teaching EDUCATION & EDUCATIONAL RESEARCH-
CiteScore
8.80
自引率
19.60%
发文量
96
期刊介绍: Journal of Research in Science Teaching, the official journal of NARST: A Worldwide Organization for Improving Science Teaching and Learning Through Research, publishes reports for science education researchers and practitioners on issues of science teaching and learning and science education policy. Scholarly manuscripts within the domain of the Journal of Research in Science Teaching include, but are not limited to, investigations employing qualitative, ethnographic, historical, survey, philosophical, case study research, quantitative, experimental, quasi-experimental, data mining, and data analytics approaches; position papers; policy perspectives; critical reviews of the literature; and comments and criticism.
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